WorldWideScience

Sample records for program continuing education

  1. Positioning Continuing Education Computer Programs for the Corporate Market.

    Science.gov (United States)

    Tilney, Ceil

    1993-01-01

    Summarizes the findings of the market assessment phase of Bellevue Community College's evaluation of its continuing education computer training program. Indicates that marketing efforts must stress program quality and software training to help overcome strong antiacademic client sentiment. (MGB)

  2. Satisfaction with a distance continuing education program for health professionals.

    Science.gov (United States)

    Bynum, Ann B; Irwin, Cathy A; Cohen, Betty

    2010-09-01

    This study assessed differences in program satisfaction among health professionals participating in a distance continuing education program by gender, ethnicity, discipline, and community size. A one-group posttest design was used with a sample of 45,996 participants in the University of Arkansas for Medical Sciences, Rural Hospital, Distance Continuing Medical Education Program during 1995-2007. This program provided 2,219 continuing education programs for physicians (n = 7,047), nurses (n = 21,264), allied health (n = 3,230) and dental (n = 305) professionals, pharmacists (n = 4,088), administrators (n = 1,211), and marketing/finance/human resources professionals (n = 343). These programs were provided in Arkansas hospitals, clinics, and area health education centers. Interactive video technology and the Internet were used to deliver these programs. The program satisfaction instrument demonstrated adequate internal consistency reliability (Cronbach's alpha = 0.91) and construct validity. Participants had high levels of satisfaction regarding knowledge and skills, use of information to enhance patient care, program quality, and convenience of the technology (mean total satisfaction score = 4.44, range: 1-5). Results from the t-test for independent samples and one-way analysis of variance indicated that men (p = 0.01), African-Americans and Hispanics (p distance continuing education programs.

  3. Human Resources Policy. Case Study: Continuing Education Programs

    Directory of Open Access Journals (Sweden)

    Cătălin BABA

    2002-06-01

    Full Text Available Life-long education programs are rather new in Romania, and there is much confusion about their structure, meaning, purposes and usefulness; although there is a clear necessity for these kinds of programs, they were implemented in our country only after recommendations were made by the European institutions. The Babeş-Bolyai University is one of the first and few Romanian universities that actually develop continuing education programs, directed at public services for the use of the local community. In this paper we present a particular case, the Program of Continuous Learning – Defense and Security Studies, designed to assist the 4th Territorial Army Corps based in Cluj-Napoca in its efforts to meet NATO standards. The program offers courses for military personnel in fields like strategic management, decision making processes, human resources management, and, of course, European security, and represents the first project of cooperation between a university and the Romanian army.

  4. 34 CFR 389.1 - What is the Rehabilitation Continuing Education Program?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false What is the Rehabilitation Continuing Education Program? 389.1 Section 389.1 Education Regulations of the Offices of the Department of Education (Continued... CONTINUING EDUCATION PROGRAMS General § 389.1 What is the Rehabilitation Continuing Education Program? This...

  5. Continuing Education Programs within the American Heart Association

    Science.gov (United States)

    Lembright, Katherine A.

    1970-01-01

    Because it believes the nurse can and must be a participant in the co-professional health team (doctor, nurse), the American Heart Association has become increasingly concerned with planning and carrying out activities that contribute to the continuing education of nurses. (PT)

  6. Continuing Education for Lay Ministry: Providers, Beliefs, Issues, and Programs.

    Science.gov (United States)

    English, Leona M.

    2002-01-01

    Responses from 23 of 35 leaders of lay minister education programs indicated liberal attitudes on some issues (social justice, women's ordination); 74% were hopeful about the church's future; 17% felt at risk because of their views; 32% experienced little or no congregational support; and 82% felt that the church needed to improve its acceptance…

  7. 25 CFR 163.41 - Postgraduation recruitment, continuing education and training programs.

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Postgraduation recruitment, continuing education and... AND WATER GENERAL FORESTRY REGULATIONS Forestry Education, Education Assistance, Recruitment and Training § 163.41 Postgraduation recruitment, continuing education and training programs. (a...

  8. Continuous glucose monitoring technology for personal use: an educational program that educates and supports the patient.

    Science.gov (United States)

    Evert, Alison; Trence, Dace; Catton, Sarah; Huynh, Peter

    2009-01-01

    The purpose of this article is to describe the development and implementation of an educational program for the initiation of real-time continuous glucose monitoring (CGM) technology for personal use, not 3-day CGMS diagnostic studies. The education program was designed to meet the needs of patients managing their diabetes with either diabetes medications or insulin pump therapy in an outpatient diabetes education center using a team-based approach. Observational research, complemented by literature review, was used to develop an educational program model and teaching strategies. Diabetes educators, endocrinologists, CGM manufacturer clinical specialists, and patients with diabetes were also interviewed for their clinical observations and experience. The program follows a progressive educational model. First, patients learn in-depth about real-time CGM technology by attending a group presensor class that provides detailed information about CGM. This presensor class facilitates self-selection among patients concerning their readiness to use real-time CGM. If the patient decides to proceed with real-time CGM use, CGM initiation is scheduled, using a clinic-centered protocol for both start-up and follow-up. Successful use of real-time CGM involves more than just patient enthusiasm or interest in a new technology. Channeling patient interest into a structured educational setting that includes the benefits and limitations of real-time CGM helps to manage patient expectations.

  9. A Self-Ethnographic Investigation of Continuing Education Program in Engineering Arising from Economic Structural Change

    Science.gov (United States)

    Kaihlavirta, Auri; Isomöttönen, Ville; Kärkkäinen, Tommi

    2015-01-01

    This paper provides a self-ethnographic investigation of a continuing education program in engineering in Central Finland. The program was initiated as a response to local economic structural change, in order to offer re-education possibilities for a higher educated workforce currently under unemployment threat. We encountered considerable…

  10. How the medical practice employee can get more from continuing education programs.

    Science.gov (United States)

    Hills, Laura Sachs

    2007-01-01

    Continuing education can be a win-win situation for the medical practice employee and for the practice. However, in order education programs must become informed consumers of such programs. They must know how to select the right educational programs for their needs and maximize their own participation. Employees who attend continuing education programs without preparation may not get the full benefit from their experiences. This article suggests benchmarks to help determine whether a continuing education program is worthwhile and offers advice for calculating the actual cost of any continuing education program. It provides a how-to checklist for medical practice employees so they know how to get the most out of their continuing education experience before, during, and after the program. This article also suggests using a study partner system to double educational efforts among employees and offers 10 practical tips for taking and using notes at a continuing education program. Finally, this article outlines the benefits of becoming a regular student and offers three practical tips for maximizing the employee's exhibit hall experience.

  11. Advocating for continuing nursing education in a pediatric hospital: the Prince Scholar and Sabbatical Programs.

    Science.gov (United States)

    Sperhac, A M; Goodwin, L D

    2000-01-01

    As nurses gain more experience, they often question the basis of nursing practice and want to find the most current and accepted methods of providing nursing care. Attending seminars, conferences, and continuing education programs is often difficult because of financial and staffing constraints. The authors describe the design and implementation of two funded programs--the Prince Scholars and Sabbatical Programs--that support continuing nursing education in a pediatric tertiary hospital.

  12. Perceived Value of University-Based Continuing Education Leadership Development Programs for Administrators

    Science.gov (United States)

    Stone, Geri L.; Major, Claire H.

    2014-01-01

    This quantitative study, which involved development of a Value Creation Survey, examined the perceived value of leadership development programs (LDPs) provided by continuing higher education for administrators in colleges and universities. Participants were administrators at Association for Continuing Higher Education (ACHE) member institutions.…

  13. Utilizing Collaborative Analysis of Student Learning in Educator Preparation Programs for Continuous Improvement

    Directory of Open Access Journals (Sweden)

    Susan Colby

    2016-12-01

    Full Text Available In this results-oriented era of accountability, educator preparation programs are called upon to provide comprehensive data related to student and program outcomes while also providing evidence of continuous improvement. Collaborative Analysis of Student Learning (CASL is one approach for fostering critical inquiry about student learning. Graduate educator preparation programs in our university used collaborative analysis as the basis for continuous improvement during an accreditation cycle. As authors of this study, we sought to better understand how graduate program directors and faculty used collaborative analysis to inform practice and improve programs. Our findings suggested that CASL has the potential to foster collective responsibility for student learning, but only with a strong commitment from administrators and faculty, purposefully designed protocols and processes, fidelity to the CASL method, and a focus on professional development. Through CASL, programs have the ability to produce meaningful data related to student and program outcomes and meet the requirements for accreditation.

  14. Alpha Community College: A Model to Demonstrate the Organization and Operation of a Continuing Education Program.

    Science.gov (United States)

    Murphy, James P.

    After a brief historical background of community college functions, the author develops a fictional model, Alpha College, to demonstrate the organization and operation of a continuing education program. The following hypothetical examples are offered: general course offerings, sociology for nurses, industrial drafting, informal course in real…

  15. Beyond Customer Satisfaction: Reexamining Customer Loyalty to Evaluate Continuing Education Programs

    Science.gov (United States)

    Hoyt, Jeff E.; Howell, Scott L.

    2011-01-01

    This article provides questionnaire items and a theoretical model of factors predictive of customer loyalty for use by administrators to determine ways to increase repeat purchasing in their continuing education programs. Prior studies in the literature are discussed followed by results of applying the model at one institution and a discussion of…

  16. An Innovative Continuing Nursing Education Program Targeting Key Geriatric Conditions for Hospitalized Older People in China

    Science.gov (United States)

    Xiao, Lily Dongxia; Shen, Jun; Wu, Haifeng; Ding, Fu; He, Xizhen; Zhu, Yueping

    2013-01-01

    A lack of knowledge in registered nurses about geriatric conditions is one of the major factors that contribute to these conditions being overlooked in hospitalized older people. In China, an innovative geriatric continuing nursing education program aimed at developing registered nurses' understanding of the complex care needs of hospitalized…

  17. Interprofessional Education in Canadian Nursing Programs and Implications for Continuing Education

    Science.gov (United States)

    Donato, Emily; Lightfoot, Nancy; Carter, Lorraine; MacEwan, Leigh

    2016-01-01

    In 2010, the Canadian Association of Schools of Nursing, the accrediting body for nursing programs in Canada, became part of the Accreditation of Interprofessional Health Education initiative. In turn, interprofessional education (IPE) is now a requirement in nursing curricula. Although the requirement is formally in place, how it is achieved…

  18. 78 FR 16447 - Rehabilitation Continuing Education Program (RCEP) for the Technical Assistance and Continuing...

    Science.gov (United States)

    2013-03-15

    ...-7258. If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call the... Department is in the process of reviewing and analyzing the current program to determine future needs... information in the Federal Register (77 FR 66959) to allow the Department to gather input on grants awarded...

  19. Evaluation of an online continuing education program from the perspective of new graduate nurses.

    Science.gov (United States)

    Karaman, Selcuk; Kucuk, Sevda; Aydemir, Melike

    2014-05-01

    The aim of this study is to evaluate the online continuing education program from the perspectives of new graduate nurses. An evaluation framework includes five factors (program and course structure, course materials, technology, support services and assessment). In this study, descriptive research methods were used. Participants of the study included 2.365 registered nurses enrolled in the first online nursing bachelor completion degree program in the country. Data were collected by survey. The findings indicated that students were mostly satisfied with this program. The results of this study suggest that well designed asynchronous online education methods can be effective and appropriate for registered nurses. However, the provision of effective support and technological infrastructure is as vital as the quality of teaching for online learners. © 2013.

  20. The Role of Continuing Medical Education in Increasing Enrollment in Prescription Drug Monitoring Programs.

    Science.gov (United States)

    Finnell, John T; Twillman, Robert K; Breslan, Stephanie A; Schultz, Jan; Miller, Lyerka

    2017-09-01

    Opioid diversion, misuse, and abuse are rapidly growing problems in the United States; >60% of all drug overdose deaths involve an opioid. At least 49 states now have fully operational prescription drug monitoring programs (PDMPs) to support legitimate medical use of controlled substances; however, there is considerable underutilization of such programs. To increase awareness of PDMPs and their use, a continuing medical education program including 2 webcasts and a series of newsletters was offered to health care providers. Four hundred and sixty-five clinicians participated in 1 of 2 webcasts. Of those, 207 clinicians responded to a pre-survey and 64 responded to a post-survey. Slightly more than half of clinicians were registered for their state's PDMP program before the educational intervention, and although significantly more clinicians reported increased likelihood to access their state PDMP after participation, the number that actually registered only trended toward a statistically significant increase to 74% after the education (P = 0.06). Immediate post-activity evaluation also indicated that the education significantly improved clinician knowledge of the characteristics of addiction, findings in a PDMP that would suggest diversion or abuse, and strategies to complement the use of a PDMP (P education is effective for improving clinician knowledge and confidence related to opioid misuse, abuse, and diversion and effective use of a PDMP; however, the education did not result in a significant increase in enrollment in state PDMPs. Copyright © 2017 Elsevier HS Journals, Inc. All rights reserved.

  1. Curriculum Evaluation and Employers Opinions: the case study of Educational Technology Program in Bachelor Degree (Continuing Program

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    Nakhon Lalognam

    2016-09-01

    Full Text Available The purposes of this research were: 1 to evaluate the Educational Technology Program (Continuing Program in Bachelor Degree curriculum which is revised in 2007 by applying CIPP model for evaluation. 2 to study the opinions of the employers about the ideal characteristics and actual characteristics of graduates. 3 to study the opinions for the requirements of the Educational Technology Program in Bachelor Degree (Continuing Program and knowledge implementation in work of graduates. 4 to make the suggestions and guidelines to improve the Educational Technology Program in Bachelor Degree (Continuing Program to achieve potentiality and responsive for the requirements of learners and employers. The sample of this research were 310 persons ; consisted of graduates in the Educational Technology Program in Bachelor Degree (Continuing Program in academic year 2006 - 2010, the committee of the Educational Technology Program in Bachelor Degree (Continuing Program , instructors and employers by using Multi-stage Random Sampling and Simple Random Sampling. The instruments of this research were the 5 levels rating scale questionnaire and the structured interview type. They consisted of 3 sets: 1 for graduates, 2 for the committee of the Educational Technology Program in Bachelor Degree (Continuing Program and 3 for instructors and employers. The research found that: 1. The results of evaluation on the Educational Technology Program in Bachelor Degree (Continuing Program which is revised in 2007 were: 1.1 The opinions of graduates to curriculum in all of aspects were average at the uncertain level which the context aspect was at the high level, input aspect was at the uncertain level, process aspect was at the uncertain level and product aspect was at the high level. 1.2 The opinions of the curriculum committee and instructors to curriculum in all of aspects were average at the high level which the context aspect was at the high level, input aspect was at the

  2. Pharmacists' perception of synchronous versus asynchronous distance learning for continuing education programs.

    Science.gov (United States)

    Buxton, Eric C

    2014-02-12

    To evaluate and compare pharmacists' satisfaction with the content and learning environment of a continuing education program series offered as either synchronous or asynchronous webinars. An 8-lecture series of online presentations on the topic of new drug therapies was offered to pharmacists in synchronous and asynchronous webinar formats. Participants completed a 50-question online survey at the end of the program series to evaluate their perceptions of the distance learning experience. Eighty-two participants completed the survey instrument (41 participants from the live webinar series and 41 participants from the asynchronous webinar series.) Responses indicated that while both groups were satisfied with the program content, the asynchronous group showed greater satisfaction with many aspects of the learning environment. The synchronous and asynchronous webinar participants responded positively regarding the quality of the programming and the method of delivery, but asynchronous participants rated their experience more positively overall.

  3. Organizational change in the Medical Library Association: evolution of the continuing education program.

    Science.gov (United States)

    Mayfield, M K; Palmer, R A

    1987-10-01

    "Change" is a critical dimension of contemporary experience. Library associations are not exempt, and they change in ways similar to other organizations. According to some authorities, four phases typify the process: diagnosis, design, implementation, and incorporation. Focusing on changes in the Medical Library Association's longstanding program of continuing education, the authors utilize the "phase framework" to chart that association's movement from a management system depending primarily upon volunteers to one in which professional staff figure prominently. The historical review serves a heuristic purpose for individuals and institutions in identifying characteristic features of the change process.

  4. The China Studies Programs of U.B.C.'s Center for Continuing Education

    Science.gov (United States)

    Woodsworth, K. C.

    1970-01-01

    Program will cover Contemporary Chinese History, Society, and Politics; Chinese Language; Doing Business with China; A China Educational Travel Program. The program combines professional and general public areas. (NL)

  5. A STUDY OF CONTINUING EDUCATION NEEDS OF SELECTED PROFESSIONAL GROUPS AND UNIVERSITY EXTENSION CONTRACT PROGRAMS IN WYOMING.

    Science.gov (United States)

    NICHOLAS, ROBERT A.

    THIS STUDY AIMED TO DEVELOP PRINCIPLES FOR A MODEL PROGRAM OF CONTINUING EDUCATION FOR THE PROFESSIONS AT THE UNIVERSITY OF WYOMING. THE AUTHOR REVIEWED THE LITERATURE ON THE GROWTH OF THE PROFESSIONS AND ON CONTINUING EDUCATION IN THE PROFESSIONS GENERALLY, WITH SPECIAL REFERENCE TO ARCHITECTURE, DENTISTRY, LAW, MEDICINE, AND PHARMACY. FROM THIS…

  6. 78 FR 42871 - Final Extension of Project Period and Waiver; Rehabilitation Continuing Education Program for the...

    Science.gov (United States)

    2013-07-18

    ...) and continuing education (CE) provided to State vocational rehabilitation (VR) agencies and their...) and continuing education (CE) for State VR agencies and agency partners that cooperate with State VR... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF EDUCATION 34...

  7. A Systematic Review of the Effects of Continuing Education Programs on Providing Clinical Community Pharmacy Services.

    Science.gov (United States)

    Obreli-Neto, Paulo Roque; Marques Dos Reis, Tiago; Guidoni, Camilo Molino; Girotto, Edmarlon; Guerra, Marisabelle Lima; de Oliveira Baldoni, André; Leira Pereira, Leonardo Régis

    2016-06-25

    Objective. To summarize the effects of media methods used in continuing education (CE) programs on providing clinical community pharmacy services and the methods used to evaluate the effectiveness of these programs. Methods. A systematic review was performed using Medline, SciELO, and Scopus databases. The timeline of the search was 1990 to 2013. Searches were conducted in English, Portuguese, and Spanish. Results. Nineteen articles of 3990 were included. Fourteen studies used only one media method, and the live method (n=11) was the most frequent (alone or in combination). Only two studies found that the CE program was ineffective or partially effective; these studies used only the live method. Most studies used nonrobust, nonvalidated, and nonstandardized methods to measure effectiveness. The majority of studies focused on the effect of the CE program on modifying the knowledge and skills of the pharmacists. One study assessed the CE program's benefits to patients or clients. Conclusion. No evidence was obtained regarding which media methods are the most effective. Robust and validated methods, as well as assessment standardization, are required to clearly determine whether a particular media method is effective.

  8. Teaching a Systematic Approach for Transitioning Patients to College: An Interactive Continuing Medical Education Program.

    Science.gov (United States)

    Martel, Adele; Derenne, Jennifer; Chan, Vivien

    2015-10-01

    The purpose of this article is to determine the effectiveness of a hands-on continuing education program for practicing child and adolescent psychiatrists (CAPs) with a focus on best practices in transitioning psychiatric patients to college. The plan was to build on the unique knowledge and skill set of CAPs, use audience and facilitator feedback from prior programs to inform program content, structure, and format, and incorporate findings from the evolving literature. A 3-h interactive workshop was designed with an emphasis on audience participation. The workshop was divided into three main segments: didactics, whole group discussion/brainstorming, and small group discussion of illustrative case vignettes. Improvements and changes in knowledge, skills, and attitudes related to transition planning were identified by program participants. Quantitative feedback in the form of course evaluations, pre- and posttests, and a 6-month follow-up questionnaire indicate that the use of interactive teaching techniques is a productive learning experience for practicing CAPs. Qualitative feedback was that the discussion of the case vignettes was the most helpful. The use of a workshop format is an effective strategy to engage practicing CAPs in learning about and implementing best practices to support the transition of their patients to college and into young adulthood. Comprehensive and proactive transition planning, facilitated by clinicians, should promote the wellness of college-bound patients and help to reduce the potential risks in the setting of an upcoming transition.

  9. A Systematic Review of the Effects of Continuing Education Programs on Providing Clinical Community Pharmacy Services

    Science.gov (United States)

    Marques dos Reis, Tiago; Guidoni, Camilo Molino; Girotto, Edmarlon; Guerra, Marisabelle Lima; de Oliveira Baldoni, André; Leira Pereira, Leonardo Régis

    2016-01-01

    Objective. To summarize the effects of media methods used in continuing education (CE) programs on providing clinical community pharmacy services and the methods used to evaluate the effectiveness of these programs. Methods. A systematic review was performed using Medline, SciELO, and Scopus databases. The timeline of the search was 1990 to 2013. Searches were conducted in English, Portuguese, and Spanish. Results. Nineteen articles of 3990 were included. Fourteen studies used only one media method, and the live method (n=11) was the most frequent (alone or in combination). Only two studies found that the CE program was ineffective or partially effective; these studies used only the live method. Most studies used nonrobust, nonvalidated, and nonstandardized methods to measure effectiveness. The majority of studies focused on the effect of the CE program on modifying the knowledge and skills of the pharmacists. One study assessed the CE program’s benefits to patients or clients. Conclusion. No evidence was obtained regarding which media methods are the most effective. Robust and validated methods, as well as assessment standardization, are required to clearly determine whether a particular media method is effective. PMID:27402991

  10. What is Taught on Firearm Safety in Undergraduate, Graduate, and Continuing Medical Education? A Review of Educational Programs.

    Science.gov (United States)

    Puttagunta, R; Coverdale, T R; Coverdale, J

    2016-10-01

    Because there have been no published formal reviews on teaching of firearm safety, we set out to systematically locate and review the literature on curricula that educated physicians and other health care providers, residents across specialties, and medical students on how to counsel on firearm safety. We searched for all papers with outcomes that described firearm safety training programs for healthcare providers and trainees. Studies were identified through PubMed, Scopus, Google Scholar, PsychInfo, EMBASE, and MedEdPortal databases and electronically searched using combinations of words from general topic areas of firearms, learners, and education. We found four programs that met inclusion criteria. These targeted a narrow range of learners including medical students, pediatric residents, practicing pediatricians, and nurse practitioners. Teaching methods included lectures, case-based learning, group discussions, and audiotape training. There were two randomized controlled trials, one cohort design, and one posttest design. One of the randomized controlled trials was an office-based high quality multisite national study, although the focus of teaching was not on firearm safety alone. All studies used different outcomes, and only one study validated the outcome measures. There were no studies targeting psychiatrists or psychiatry residents. These results underscore a priority for developing firearm safety education programs in undergraduate, graduate, and continuing medical education settings.

  11. Unmet needs in continuing medical education programs for rural Chinese township health professionals

    Directory of Open Access Journals (Sweden)

    Yanhua Yi

    2015-06-01

    Full Text Available Purpose: This study aimed to describe the system of continuing medical education (CME in the Guangxi Zhuang Autonomous Region and to ascertain the perceived needs related to that system, in order to improve the performance of health professionals in Chinese township health centers (THCs. Methods: In-depth key informant interviews were conducted to gain insights into the current CME system. A cross-sectional survey using a self-administered structured questionnaire was also carried out from March to August 2014 in order to identify perceived needs among THC personnel in the Guangxi Zhuang Autonomous Region. Logistic regression was used to identify factors related to respondents’ interest in pursuing different levels of degree study. Results: The areas of need perceived by the respondents included general clinical competence and emergency or first aid knowledge. Most respondents wanted to study at medical colleges in order to obtain a higher degree. Respondents aged below 45 years with neutral or positive attitudes about the benefit of degree study for the licensure examination were more likely to attend a bachelor-level CME program than their older peers and respondents with negative attitudes towards degree study. Female respondents and respondents aged below 45 years were more likely to attend a junior college CME program than males and older respondents, respectively. Conclusion: It is necessary to develop degree-linked CME programs to meet the need for young health professionals in Chinese THCs; therefore, this programs can improve the expertise of poorly educated young health workers, who overwhelm rural Chinese heath systems.

  12. Evaluating the online platform of a blended-learning pharmacist continuing education degree program.

    Science.gov (United States)

    Wilbur, Kerry

    2016-01-01

    Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore's principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflection of individual and aggregate results. Findings indicated a number of course elements for modification to enhance the structure, dialog, and autonomy of the student learning experience. Our process was an important exercise in quality assurance and is worthwhile for other health disciplines developing and delivering distance-based content to pursue.

  13. Using an intervention mapping framework to develop an online mental health continuing education program for pharmacy staff.

    Science.gov (United States)

    Wheeler, Amanda; Fowler, Jane; Hattingh, Laetitia

    2013-01-01

    Current mental health policy in Australia recognizes that ongoing mental health workforce development is crucial to mental health care reform. Community pharmacy staff are well placed to assist people with mental illness living in the community; however, staff require the knowledge and skills to do this competently and effectively. This article presents the systematic planning and development process and content of an education and training program for community pharmacy staff, using a program planning approach called intervention mapping. The intervention mapping framework was used to guide development of an online continuing education program. Interviews with mental health consumers and carers (n = 285) and key stakeholders (n = 15), and a survey of pharmacy staff (n = 504) informed the needs assessment. Program objectives were identified specifying required attitudes, knowledge, skills, and confidence. These objectives were aligned with an education technique and delivery strategy. This was followed by development of an education program and comprehensive evaluation plan. The program was piloted face to face with 24 participants and then translated into an online program comprising eight 30-minute modules for pharmacists, 4 of which were also used for support staff. The evaluation plan provided for online participants (n ≅ 500) to be randomized into intervention (immediate access) or control groups (delayed training access). It included pre- and posttraining questionnaires and a reflective learning questionnaire for pharmacy staff and telephone interviews post pharmacy visit for consumers and carers. An online education program was developed to address mental health knowledge, attitudes, confidence, and skills required by pharmacy staff to work effectively with mental health consumers and carers. Intervention mapping provides a systematic and rigorous approach that can be used to develop a quality continuing education program for the health workforce

  14. Impact of a Continuing Health Education Inservice Program on Teachers' Competencies.

    Science.gov (United States)

    Chen, William; And Others

    1990-01-01

    An intensive weekend workshop for teachers focusing on foundations of health education, drug education, emotional health, and human sexuality demonstrated that a well-planned and implemented in-service training program can effectively improve teachers' competency in health education. (JD)

  15. Measuring and Managing Variables for Continuing Education Programs in a University Setting: An Econometric Model.

    Science.gov (United States)

    Wolf, Jacke; Waldron, Mark W.

    An econometric model is suggested for managing continuing education units in Canadian universities. The value of such a model would be to unify the various factors that are often considered in fragments in traditional ways of studying the problems of such units. Many difficulties exist in using such a model to discuss educational management, but…

  16. Efficacy of the end-of-life nursing care continuing education program for nurses in general wards in Japan.

    Science.gov (United States)

    Yoshioka, Saori; Moriyama, Michiko; Ohno, Yumiko

    2014-08-01

    This study aimed to examine effectiveness of the End-of-life nursing care continuing education program for general ward nurses. A nonrandomized, before-after trial was conducted. The program was implemented for 25 nurses. The contents of the program consisted of the family assessment, general symptom management and practical use of theories and models regarding end-of-life nursing care. The primary outcome, implementation ability of end-of-life nursing care, was significantly improved after the program; improvements continued even at 2 months after. Similar results were obtained for nurses' confidence and knowledge concerning end-of-life nursing care. As for attitude toward end-of-life care, participants' scores were further elevated after the program. The participants rated the usefulness of the program as high. The effectiveness of the program was suggested from these results. In the future, this program should be widely used for in-service training. © The Author(s) 2013.

  17. The facilitators’ point of view regarding the primary health care planning as a continuing education program

    Directory of Open Access Journals (Sweden)

    Kênia Lara Silva

    2012-09-01

    Full Text Available This is a qualitative study that aims at analyzing the Primary Health Care Strategic Planning in a continuing education process, as well as the professional’s formation to work as facilitators in it. Data was obtained through interviews with 11 nurses that had acted as the plan’s facilitators in a municipality within Belo Horizonte. The results indicate that the experience as facilitators allowed them to reflect on the work process and this practice contributed to the incorporation of new tools to the primary health care system. The participants reported the difficulties faced when conducting the experience and the gap in the professionals’ formation to act in the PHC and to put into practice the processes of continuing education on a day to day basis. In conclusion, the Planning represents an important continuing education strategy and it is significance to transform processes and practices in the primary health care service.

  18. Learning to do diversity work: A model for continued education of program organizers

    OpenAIRE

    Dounas-Frazer, Dimitri R.; Hyater-Adams, Simone A.; Reinholz, Daniel L.

    2016-01-01

    Physics and physics education in the United States suffer from severe (and, in some cases, worsening) underrepresentation of Black, Latina/o, and Native people of all genders and women of all races and ethnicities. This underrepresentation is a symptom with multiple causes and myriad potential solutions. In this paper, we describe an approach to addressing the causes of underrepresentation through physics students' collective and continued education about racism, sexism, other dimensions of m...

  19. CATALOG OF CONTINUING LEGAL EDUCATION PROGRAMS IN THE UNITED STATES, MARCH 1967-OCTOBER 1967, CLE CATALOG 4.

    Science.gov (United States)

    WOLKIN, PAUL A.

    THE FOURTH ISSUE OF THE CLE CATALOG LISTS PROGRAMS SCHEDULED FOR SPRING AND SUMMER OF 1967, AND NEW CONTINUING LEGAL EDUCATION PUBLICATIONS. AGENCIES REPORTED ON 203 COURSES IN 33 STATES. COURSES ARE LISTED BY STATE AND INDEXED BY SUBJECT AND CHRONOLOGY. SUCH TOPICS AS TAXES, PERSONAL INJURY, ESTATE PLANNING, FAMILY LAW, LABOR LAW, CRIMINAL LAW,…

  20. A Survey of Knowledge and Attitudes towards Martial Arts: Recommendations for a Recruitment Program in Continuing Education.

    Science.gov (United States)

    Schaer, Barbara; Neal, Kathy

    A study examined the level of knowledge about and the types of attitudes toward martial arts. The primary objective of the study was to gather information that could be used in designing a recruitment program for a continuing education course in martial arts. A survey instrument was administered to 60 males and 52 females between the ages of 15…

  1. The Role of Continuous Education Programs Organized by Saudi Universities in Literacy--A Case Study of King Saud University

    Science.gov (United States)

    Al Rawaf, Haya Saad Abdulla; Fattah, Azza Khalil Abdel; Megeid, Fadia Yousif Abdel; Nazmy, Rania Mohammed Aziz; Alarifi, Sarah Nasser; Al Sulaihm, Hind Sulaiman

    2017-01-01

    This study aims at highlighting the role of Continuous Education Programs at the Saudi Universities in Religious, Social, and Health Literacy; King Saud University was taken as an example. To achieve the goals of the study two questionnaires were distributed among two samples from King Saud University; (101) of students, and (9) of continuous…

  2. Archives: Continuing Medical Education

    African Journals Online (AJOL)

    Items 1 - 50 of 88 ... Archives: Continuing Medical Education. Journal Home > Archives: Continuing Medical Education. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register · Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives. 1 - 50 of 88 ...

  3. Effect of a focused and directed continuing education program on prehospital skill maintenance in key resuscitation areas.

    Science.gov (United States)

    De Lorenzo, Robert A; Abbott, Cynthia A

    2007-10-01

    US Army Medics (formerly MOS 91B) received training similar to EMT-B level but were not required to be certified. Medics additionally received training in such skills as intravenous (i.v.) line insertion and fluid resuscitation. Continuing education, although encouraged, was not required. The objective of this study was to determine the effectiveness of a focused and directed psychomotor skills continuing education program in maintaining skills performance over a 6-month period in four key resuscitation areas. The education effect was the focus of the analysis. The study population was a convenience sample of medics with 1-4 years experience assigned to field units at Ft. Hood, TX. Subjects received a pretest evaluation of skills performance in four key areas using standard NREMT skill sheets. Scores on skill evaluations represent the percentage of steps correctly performed. After pretest evaluations, subjects were required to complete a comprehensive and focused continuing education program that emphasized skill practice. After the 6-month pretest, a post-test was conducted. Pre- and post-test scores for each student were matched. A one-tailed Student's t-test was used to compare results before and after the intervention, with statistical significance set at p skills of i.v. insertion, airway management, patient assessment, and bleeding control was 79 +/- 11, 73 +/- 14, 44 +/- 22, and 57 +/- 13, respectively. The post-test performance for these same skills increased (p education program that emphasizes skill practice in key resuscitation areas can improve skills performance.

  4. Learning to do diversity work: A model for continued education of program organizers

    CERN Document Server

    Dounas-Frazer, Dimitri R; Reinholz, Daniel L

    2016-01-01

    Physics and physics education in the United States suffer from severe (and, in some cases, worsening) underrepresentation of Black, Latina/o, and Native people of all genders and women of all races and ethnicities. This underrepresentation is a symptom with multiple causes and myriad potential solutions. In this paper, we describe an approach to addressing the causes of underrepresentation through physics students' collective and continued education about racism, sexism, other dimensions of marginalization, as well as models of allyship and social change. Specifically, we focus on the efforts of undergraduate students, graduate students, and postdocs who are members of a student-run diversity-oriented organization in a physics department at a large, selective, predominantly white university with high research activity. This group's education was accomplished through quarterly Diversity Workshops. Here we report on six Diversity Workshops that were co-designed and facilitated by the authors. We describe the co...

  5. The use of continuing adult education

    Science.gov (United States)

    Redd, Frank J.

    1990-01-01

    The objectives of the National Space Grant and Fellowship Program include the expansion of space-oriented educational programs beyond the traditional boundaries of university campuses to reach 'non-traditional' students whose personal and professional lives would be enhanced by access to such programs. These objectives coincide with those of the continuing education programs that exist on most university campuses. By utilizing continuing educations resources and facilities, members of the National Space Grant Program can greatly enhance the achievement of program objectives.

  6. Perceptions about Continuing Dental Education Program among Private Dental Practitioners in Davangere City, Karnataka, India - A Cross SectionalSurvey

    Directory of Open Access Journals (Sweden)

    Anjan Giriraju

    2013-01-01

    Full Text Available Objectives: To assess perceptions of private dental practitioners regarding Continuing Dental Education (CDE program in Davangere city. Materials & Method: A total of 104 private dental practitioners participated in the survey, of which 40 dentists were only private practitioners and 73 dentists were private practitioners as well as academicians. A closed ended questionnaire was administered to all the private dental practitioners of Davangere city. Results: All the private dental practitioners in the survey were aware about what is CDE program. Majority of the practitioners felt there is need to make attendance to CDE program compulsory and also renew the practice registration based on the credit point acquired by attending CDE program. Majority of practitioners preferred attending free and sponsored CDE programs and also felt attending CDE program kept them abreast with current knowledge enabling them to provide evidence based care. Majority of practitioners preferred to attend CDE programs related to clinical applications and recent advances provided through online and through workshops/hands on. Factors like cost, topic of the program and distance from home played major role in deciding the attendance of private dental practitioners to CDE program. Conclusions: Dental practitioners have positive attitude regarding CDE program. Practitioners opine CDE program can update their knowledge and enable them to provide evidence based care.

  7. Learning to Do Diversity Work: A Model for Continued Education of Program Organizers

    Science.gov (United States)

    Dounas-Frazer, Dimitri R.; Hyater-Adams, Simone A.; Reinholz, Daniel L.

    2017-09-01

    Physics and physics education in the United States suffer from severe (and, in some cases, worsening) underrepresentation of Black, Latinx, and Native American people of all genders and women of all races and ethnicities. In this paper, we describe an approach to facilitating physics students' collective and continued education about such underrepresentation; its connections to racism, sexism, and other dimensions of marginalization; and models of allyship that may bring about social change within physics. Specifically, we focus on the efforts of undergraduate students, graduate students, and postdocs who are members of a student-run diversity-oriented organization in the physics department at the University of Colorado Boulder (CU), a large, selective, predominantly White public university with high research activity. This group's education was accomplished through quarterly Diversity Workshops. Here we report on six Diversity Workshops that were co-designed and facilitated by the authors. We describe the context, motivation, and goals of the workshops, the theories underlying their design and implementation, and their content. In addition, we discuss workshop attendance and suggest strategies for maintaining high attendance in the future. Because the details of our workshops were tailored to the specific needs and interests of a particular student organization, our workshop agendas may not be widely applicable beyond our local context. Nevertheless, our model, design principles, and facilitation strategies may be transferable to other contexts and provide inspiration to other diversity-oriented student groups.

  8. Marketing Continuing Education for Nurses.

    Science.gov (United States)

    Southern Regional Education Board, Atlanta, GA.

    This guide presents an overview of marketing and its potential value in continuing education programs for nurses. The first portion of the guide briefly discusses the concept of marketing. It contains definitions of key marketing concepts (product, place, price, and promotion), discussion of the basic tenets of marketing (consumer needs…

  9. Feasibility of a web-based continuing medical education program in dermatology: the DermoFAD experience in Italy.

    Science.gov (United States)

    Naldi, Luigi; Manfrini, Roberto; Martin, Leigh; Deligant, Christian; Dri, Pietro

    2006-01-01

    Web-based systems are increasingly being considered for medical education. A draft legislation on distance-learning programs was licensed in Italy by the National Commission for Continuous Education in November 2003. A series of pilot studies were developed, among these the DermoFAD project, based on five simulated clinical cases of acne and a systematic appraisal of the evidence for their clinical management. From July 1 to August 27, 2004, a total of 500 medical doctors participated in a free of charge evaluation program of the project. Users were distributed all over Italy. Two hundred and eighty-one (56.2%) were primary care physicians, 83 (16.6%) dermatologists, and 136 (27.2%) other medical specialists. A wide range of connecting times was observed. The pass rate of each individual case, at first attempt, ranged from 44 to 77%. When asked to assess the overall distance-learning experience, 98% of the doctors considered it to be enjoyable. A total of 2,152 continuing medical education (CME) credits were awarded. Over 50% of the users stated they would still use the system if they had to pay for it. Our experience shows that distance learning is feasible and is well accepted by physicians. The DermoFAD program was an efficient means of delivering CME to the Italian medical community at large.

  10. Continuing Medical Education

    African Journals Online (AJOL)

    A review article willintroduce readers to the educational subject matter, along with one-page summarises (in print) of additional articles that may be accessed in full online. We will continue to offer topical and up-to-date CME material. Readers are encouraged to register with samj.org.za to receive future notifications of new ...

  11. Barriers in the implementation of interprofessional continuing education programs--a qualitative study from Germany.

    Science.gov (United States)

    Altin, Sibel V; Tebest, Ralf; Kautz-Freimuth, Sibylle; Redaelli, Marcus; Stock, Stephanie

    2014-10-21

    Insufficient communication and coordination is one of the most problematic issues in German health care delivery leading to detrimental effects on health care outcomes. As a consequence interprofessional continuing education (CIPE) is gathering momentum in German health policy and health care practice aiming to enhance service quality and patient safety. Nevertheless, there is limited evidence on the course of implementation and the perceived effectiveness/acceptance of CIPE in German health care. This paper describes the objectives and formal characteristics of CIPE trainings and maps important determinants influencing the success of CIPE implementation from the perspective of providers offering CIPE trainings for German health care professionals. Forty-nine training institutions offering CIPE for health care professionals were identified by a structured web search including the websites of German medical education associations and public/private training institutions. Directors and managers of the identified institutions were invited to participate in a semi-structured interview. The interview guideline was developed using the SPSS method by Helferich and colleges. Interviews were analyzed using the summarizing content analysis developed by Mayring resulting in a paradigm that contextualizes hindering factors regarding the implementation of CIPE in the German health care system. Overall, 19 of the identified institutions agreed to participate with one director/manager per institution resulting in a response rate of almost 38.8%. The included institutions offer n = 85 CIPE trainings for health care professionals. Trainings offered mainly address the enhancement of domain, social and personal competencies of the participating health care professionals and follow three main objectives comprising better care of severely ill patients, improvement of patient safety by sustained risk management as well as a more patient centered care. Implementation of CIPE in

  12. Development and Implementation of a Continuing Medical Education Program in Canada: Knowledge Translation for Renal Cell Carcinoma (KT4RCC).

    Science.gov (United States)

    Lavallée, Luke T; Fitzpatrick, Ryan; Wood, Lori A; Basiuk, Joan; Knee, Christopher; Cnossen, Sonya; Mallick, Ranjeeta; Witiuk, Kelsey; Vanhuyse, Marie; Tanguay, Simon; Finelli, Antonio; Jewett, Michael A S; Basappa, Naveen; Lattouf, Jean-Baptiste; Gotto, Geoffrey T; Al-Asaaed, Sohaib; Bjarnason, Georg A; Moore, Ronald; North, Scott; Canil, Christina; Pouliot, Frédéric; Soulières, Denis; Castonguay, Vincent; Kassouf, Wassim; Cagiannos, Ilias; Morash, Chris; Breau, Rodney H

    2017-08-04

    An in-person multidisciplinary continuing medical education (CME) program was designed to address previously identified knowledge gaps regarding quality indicators of care in kidney cancer. The objective of this study was to develop a CME program and determine if the program was effective for improving participant knowledge. CME programs for clinicians were delivered by local experts (uro-oncologist and medical oncologist) in four Canadian cities. Participants completed knowledge assessment tests pre-CME, immediately post-CME, and 3-month post-CME. Test questions were related to topics covered in the CME program including prognostic factors for advanced disease, surgery for advanced disease, indications for hereditary screening, systemic therapy, and management of small renal masses. Fifty-two participants attended the CME program and completed the pre- and immediate post-CME tests. Participants attended in Ottawa (14; 27%), Toronto (13; 25%), Québec City (18; 35%), and Montréal (7; 13%) and were staff urologists (21; 40%), staff medical oncologists (9; 17%), fellows (5; 10%), residents (16; 31%), and oncology nurses (1; 2%). The mean pre-CME test score was 61% and the mean post-CME test score was 70% (p = 0.003). Twenty-one participants (40%) completed the 3-month post-CME test. Of those that completed the post-test, scores remained 10% higher than the pre-test (p value 0.01). Variability in test scores was observed across sites and between French and English test versions. Urologists had the largest specialty-specific increase in knowledge at 13.8% (SD 24.2, p value 0.02). The kidney cancer CME program was moderately effective in improving provider knowledge regarding quality indicators of kidney cancer care. These findings support continued use of this CME program at other sites.

  13. Continuing Education for Nurses that Incorporates Genetics.

    Science.gov (United States)

    Monsen, Rita Black; Anderson, Gwen

    1999-01-01

    Responses from 43 of 68 nursing specialty organizations surveyed showed only 30% intended to offer genetics programs in continuing-education offerings. None planned programming on consumer perspectives of genetic illnesses or gene mapping. (SK)

  14. Continuing medical education.

    Science.gov (United States)

    Todd, D

    1987-04-01

    With the rapid advances in medical science and increasing complexities of patient care, the need for continuing medical education (CME) is widely accepted by the profession. CME follows general and higher professional training, and should be a life long process. Teaching hospitals and postgraduate professional institutions play vital roles in organising, promoting, and monitoring this activity. CME directorates should be established. University authorities must recognise the important role of medical teachers in postgraduate and continuing medical education, and the staff establishment and terms of service should be held regularly. Medical libraries should have easy borrowing facilities. Self-assessment and audio-visual material are particularly helpful to the busy practitioner and inexpensive local or regional journals of quality can provide pertinent and up-to-date information. All charges for attending scientific meetings and educational material should be tax deductible or subsidized. The effectiveness of CME is difficult to assess and participation is almost impossible to enforce. Much depends on the standard of medical practice wanted by society. Recertification of general practitioners or specialists poses many problems. On the other hand, completion of self-assessment programmes, active participation at medical meetings, contributions to scientific literature, and membership of medical societies with built-in peer review could be monitored and regularly used to evaluate professional status.

  15. Standards for Continuing Education in Nursing.

    Science.gov (United States)

    American Nurses' Association, New York, NY.

    The quality of health care depends to a large degree on the knowledge, skills, and attitudes of practicing nurses. Continuing education is one way nurses can maintain competence and meet the standards of their profession. Continuing education in nursing consists of planned learning experiences beyond a basic nursing educational program. Providers…

  16. Responsive BScN Programming at Nipissing University: The Continuing Education of Ontario Nurses

    Science.gov (United States)

    Fitzgerald, Scott; Beattie, Beverley; Carter, Lorraine; Caswell, Wenda

    2014-01-01

    Nipissing University in North Bay, Ontario, is currently the only post-secondary institution in that province to offer a part-time Baccalaureate of Science in Nursing (BScN) program for Registered Practical Nurses (RPNs) through a blended learning model. This program represents a "bridge" from the nurse's college diploma and offers a…

  17. Sustainability from the Transdisciplinary Perspective: An Action Research Strategy for Continuing Education Program Development

    Science.gov (United States)

    Salite, lga; Drelinga, Elga; Iliško, Dzintra; Olehnovica, Eridiana; Zarina, Sandra

    2016-01-01

    The need to focus on a transdisciplinary approach in education for sustainable development (EDS) has been reflected in research and especially action research as a possible solution, which can open a new perspective for understanding and interpretation of the complex phenomenon of sustainability as well as for developing new open continuing…

  18. Motivational Factors and Predictors for Attending a Continuing Education Program for Older Adults

    Science.gov (United States)

    Cachioni, Meire; Nascimento Ordonez, Tiago; Lima da Silva, Thais Bento; Tavares Batistoni, Samila Sathler; Sanches Yassuda, Mônica; Caldeira Melo, Ruth; Rodrigues da Costa Domingues, Marisa Accioly; Lopes, Andrea

    2014-01-01

    The objectives were to describe the stated motives of participants who enrolled in a program at the Open University for the Elderly (UnATI, in Portuguese), identify correlations between the stated motives and sociodemographic data, and find a set of predictors related to the listed motives. A total of 306 middle-aged and elderly adults aged 50 or…

  19. Process Evaluation of a School-Based Education Program about Organ Donation and Registration, and the Intention for Continuance

    Science.gov (United States)

    Reubsaet, A.; Reinaerts, E. B. M.; Brug, J.; van Hooff, J. P.; van den Borne, H. W.

    2004-01-01

    This paper describes the process evaluation of an organ donation education program for high school students aged 15-18 years of which the effectiveness was established. The program consisted of three components: a video with group discussion, an interactive computer-tailored program and a registration training session. A cross-sectional survey was…

  20. Nourishing Professional Practice: Continuing Education in Dietetics.

    Science.gov (United States)

    Kinneer, James W.

    The literature on continuing education (CE) in dietetics was reviewed. The review focused on the following: motivators and barriers for participation in continuing dietetic education, formats for CE in dietetics, and approaches to assessing learner needs. The role of professional associations, the existence of voluntary credentialing programs, the…

  1. Outcome evaluation of the Palliative care Emphasis program on symptom management and Assessment for Continuous Medical Education: nationwide physician education project for primary palliative care in Japan.

    Science.gov (United States)

    Yamamoto, Ryo; Kizawa, Yoshiyuki; Nakazawa, Yoko; Ohde, Sachiko; Tetsumi, Sato; Miyashita, Mitsunori

    2015-01-01

    Palliative care is an essential part of medicine, but most physicians have had no formal opportunity to acquire basic skills in palliative care. In Japan, the Palliative care Emphasis program on symptom management and Assessment for Continuous Medical Education (PEACE) was launched to provide formal primary palliative care education for all physicians engaged in cancer care. This study sought to determine whether PEACE could improve physicians' knowledge of, practices in, and difficulties with palliative care. In 2011, we conducted questionnaire-based surveys before, just after, and 2 months after completion of the PEACE program in physicians participating in the program at each of 15 designated cancer hospitals in Japan. Knowledge was measured using the palliative care knowledge questionnaire for PEACE (PEACE-Q). Practices and difficulties were evaluated using the Palliative Care self-reported Practice Scale (PCPS) and the Palliative Care Difficulties Scale (PCDS), respectively. Among 223 physicians participating in the program, 85 (38%) answered the follow-up survey. Significant improvements were noted on the PEACE-Q compared with baseline immediately after completion of the program, and this progress was maintained at 2 months (21.7 ± 5.56 versus 29.5 ± 2.10 versus 28.7 ± 3.28, respectively; p palliative care.

  2. Improving Dairy Organizational Communication from the Veterinarian's Perspective: Results of a Continuing Veterinary Medical Education Pilot Program.

    Science.gov (United States)

    Moore, Dale A; Sischo, William M; Kurtz, Suzanne; Siler, Julie D; Pereira, Richard V; Warnick, Lorin D; Davis, Margaret A

    2016-01-01

    The increasing size and complexity of US dairy farms could make it more difficult for a veterinary practitioner to effectively communicate protocol recommendations for prevention or treatment on the farm. A continuing education workshop was set up based on the results of research on dairy organizational communication on dairy farms, which resulted in a tool to assess dairy communication structure and flow. The workshop specifically focused on communication structure and whom to talk to when implementing health care changes in calf rearing. In addition, modern methods of veterinary-client communication knowledge and skills were provided. Primary outcomes of the workshops were to obtain feedback from participants about research findings and the communication model, to improve awareness about the complexity of communication structures on dairy farms, and to change participants' knowledge and skills associated with on-farm communication by providing communication theory and skills and an approach to evaluate and improve dairy organizational communication. Of the 37 participants completing the pre-program assessment, most recognized a need for themselves or their practice to improve communication with clients and farm employees. After the program, most participants were confident in their new communication skills and would consider using them. They highlighted specific new ideas they could apply in practice, such as conducting a "communication audit." The results from the assessment of this communication workshop, focused on dairy veterinarians, highlighted the need for communication training in this sector of the profession and practitioners' desire to engage in this type of training.

  3. Providing Continuing Education for International Nurses.

    Science.gov (United States)

    Case, Debra L

    2015-10-01

    In an increasingly globalized world, providing continuing education (CE) for nurses is becoming a more common opportunity for U.S. educators. It is important for educators to provide CE programs in a culturally competent and sensitive environment. The challenges involved include effective communication, appropriate teaching methodologies, contextually appropriate content, and awareness of cultural-specific needs and customs. Copyright 2015, SLACK Incorporated.

  4. Continuing Education Instrumentation Training in Clinical Chemistry.

    Science.gov (United States)

    LeBlanc, Jacqueline; Frankel, Saundra

    1980-01-01

    Describes the continuing education program for clinical chemistry instrumentation training established at The College of Staten Island, New York. A course consisting of 14 sessions is outlined and discussed. (CS)

  5. Adult education in the continuous education system

    OpenAIRE

    Verbitsky Andrey Aleksandrovich

    2015-01-01

    The article reveals problems of adults’ education as a part of lifelong learning. The article formulates the mission of continuing education, its values, purposes, contents, and principles and terms of organizing the educational process.

  6. Development and Evaluation of a Continuing Education Program for Nursing Technicians at a Pediatric Cardiac Intensive Care Unit in a Developing Country.

    Science.gov (United States)

    Borim, Bruna Cury; Croti, Ulisses A; Silveira, Patricia C; De Marchi, Carlos H; Moscardini, Airton C; Hickey, Patricia; Jenkins, Kathy

    2017-11-01

    The nursing profession faces continuous transformations demonstrating the importance of professional continuing education to extend knowledge following technological development without impairing quality of care. Nursing assistants and technicians account for nearly 80% of nursing professionals in Brazil and are responsible for uninterrupted patient care. Extensive knowledge improvement is needed to achieve excellence in nursing care. The objective was to develop and evaluate a continuing education program for nursing technicians at a pediatric cardiac intensive care unit (PCICU) using a virtual learning environment entitled EDUCATE. From July to September 2015, a total of 24 nursing technicians working at the PCICU at a children's hospital located in the northwestern region of São Paulo state (Brazil) fully participated in the continuing education program developed in a virtual learning environment using Wix platform, allowing access to video classes and pre- and post-training theoretical evaluation questionnaires outside the work environment. The evaluation tools recorded participants' knowledge evolution, technological difficulties, educational, and overall rating. Knowledge development was descriptively presented as positive in more than 66.7%. Content and training were considered "excellent" by most participants and 90% showed an interest in the use of technological resources. Technical difficulties were found and quickly resolved by 40% of participants including Internet access, login, and lack of technical expertise. The continuing education program using a virtual learning environment positively contributed to the improvement in theoretical knowledge of nursing technicians in PCICU.

  7. The collaborative process developed among pre- and in-service teachers within a continuing teacher education program

    Directory of Open Access Journals (Sweden)

    Maísa Helena Brum

    2015-07-01

    Full Text Available Current paper discusses the collaborative process developed between a pre- and an in-service teacher of English Language within a continuing teacher education program at a public school in Santa Maria, Rio Grande do Sul State, Brazil. The collaborative research investigation (MAGALHÃES; FIDALGO, 2008 focused on the interactions established between the participants in the development of English Language classes, which were prepared based on the concept of language as social practice (MOTTA-ROTH, 2008 for Grade Five students of the primary school, taking into account students’ needs and specificities. Lessons were recorded and transcriptions became the corpus of the research. The analysis revealed the collaborative process through the incorporation by the participants of traditional  pre-established roles: a leading role undertaken by the in-service teacher, and a supporting role performed by the pre-service teacher, due to their hierarchical position within the apprenticeship and trainee system. However, the analysis also showed that the supporting role by the pre-service teacher enhanced a more dialogical collaborative process to the English classes, since her teaching contributions increased students’ participation and stimulated their production in the activities proposed.

  8. The Albany Two-Way Radio Conferences, 1955-1981: a retrospective look at a program providing interactive continuing medical education at a distance.

    Science.gov (United States)

    Tulgan, Henry

    2014-01-01

    Despite early widespread recognition of the necessity of continuing medical education (CME) for practicing physicians and surgeons, medical schools and national medical organizations were slow to mobilize to address the need. One pioneering program, developed by the Albany Medical College in New York, not only provided CME, but did so in a live distance education format that allowed for interaction between the participants and the faculty presenters. The Albany Program commenced in 1955 using what was then state-of-the-art technology; it exemplified principles and practices that can be seen as the precursors for the distance education approaches used to reach physicians today. This short article describes the contributions of the Albany Two-Way Radio Conferences and places them in the context of developments in national organizations and policies in the 20th century. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  9. Opportunities of Continuing Adult Education

    Directory of Open Access Journals (Sweden)

    Lidija Ušeckienė

    2011-04-01

    Full Text Available After becoming the member state of the European Union, Lithuania undertook all the obligations of a member state. One of them is the implementation of The Lisbon Strategy aiming at the worlds most dynamic and competitive knowledge– based economy by 2010. Under the strategy, a stronger economy will drive job creation, sustainable development, and social inclusion. These changes demand the modernisation of education systems in the E U states, Lithuania among them. To achieve this objective, political forces came to an agreement on the future of Lithuanian education. In 2003 The Seimas of the Republic of Lithuania approved of National Education Strategy 2003–2012. This strategy is special not only because it is based on the experiences of the reform, addresses current and future world’s challenges and opportunities, maintains links with other strategic national reforms, but also emphasises efforts to ensure quality lifelong education for Lithuanian population and striving to become a partner in modern knowledge-based economy. Therefore, an extensive discussion on lifelong education strategies on individual and institution levels in all spheres of social and personal life has started in the E U and Lithuania. Nowadays lifelong learning is not just one aspect of education and training; it gradually is becoming the most important principle in the continuum of complex learning contexts. Such vision must be implemented this decade. The object of the research: the preconditions for the development of continuing adult education. The aim of the research: to examine the peculiarities of the preconditions for the development of continuing adult education in Pakruojis region. The methods of the research: analysis of references and documents on education; an anonymous survey in written form (a questionnaire; statistical analysis of data. The sample. The research was conducted in Pakruojis region in January-April, 2006. 300 respondents of different age

  10. NASA's educational programs

    Science.gov (United States)

    Brown, Robert W.

    1990-01-01

    The educational programs of NASA's Educational Affairs Division are examined. The problem of declining numbers of science and engineering students is reviewed. The various NASA educational programs are described, including programs at the elementary and secondary school levels, teacher education programs, and undergraduate, graduate, and university faculty programs. The coordination of aerospace education activities and future plans for increasing NASA educational programs are considered.

  11. A Philosophy of Continuing Education *

    Science.gov (United States)

    Brodman, Estelle

    1968-01-01

    Continuing education is important to the individual, to the library, and to society as a whole, and therefore each should attempt to foster continued learning and the questioning mind. Today, librarians are seeking “philosophies” for what they do because the changes in the world about them have denied them the comfort of the implicit assumptions about their work which librarians of earlier periods had. The professional association, like the medieval guilds, has a responsibility to its members to aid in their search for reality (“philosophy”) and specifically in their need for continuing education. PMID:5644798

  12. Accreditation council for graduate medical education (ACGME annual anesthesiology residency and fellowship program review: a "report card" model for continuous improvement

    Directory of Open Access Journals (Sweden)

    Long Timothy R

    2010-02-01

    Full Text Available Abstract Background The Accreditation Council for Graduate Medical Education (ACGME requires an annual evaluation of all ACGME-accredited residency and fellowship programs to assess program quality. The results of this evaluation must be used to improve the program. This manuscript describes a metric to be used in conducting ACGME-mandated annual program review of ACGME-accredited anesthesiology residencies and fellowships. Methods A variety of metrics to assess anesthesiology residency and fellowship programs are identified by the authors through literature review and considered for use in constructing a program "report card." Results Metrics used to assess program quality include success in achieving American Board of Anesthesiology (ABA certification, performance on the annual ABA/American Society of Anesthesiology In-Training Examination, performance on mock oral ABA certification examinations, trainee scholarly activities (publications and presentations, accreditation site visit and internal review results, ACGME and alumni survey results, National Resident Matching Program (NRMP results, exit interview feedback, diversity data and extensive program/rotation/faculty/curriculum evaluations by trainees and faculty. The results are used to construct a "report card" that provides a high-level review of program performance and can be used in a continuous quality improvement process. Conclusions An annual program review is required to assess all ACGME-accredited residency and fellowship programs to monitor and improve program quality. We describe an annual review process based on metrics that can be used to focus attention on areas for improvement and track program performance year-to-year. A "report card" format is described as a high-level tool to track educational outcomes.

  13. REMOTE TRAINING AND CONTINUING EDUCATION

    Directory of Open Access Journals (Sweden)

    Alexander E. Petrov

    2013-01-01

    Full Text Available In this paper we consider two trends in teaching methods and tools chosen on the base of continuing education concept and challenges of the information society. Indeed, the modern post-school education requires improved efficiency and activity of training as it should or can be combined with productive activity of students. Here we discuss and analyze some trends of contemporary distance learning in order to include them into solution of lifelong learning problems. 

  14. Employers, Employees, and Continuing Education.

    Science.gov (United States)

    Liebi, William A.

    1997-01-01

    Discussion of continuing education (CE) focuses on motivation for change; the types of CE that exist; whether it should be voluntary or mandatory; institutional and individual aims; the manager as team leader; effects of financial pressures; and the role of library and information science associations. LRW)

  15. Confidentiality | Benatar | Continuing Medical Education

    African Journals Online (AJOL)

    Continuing Medical Education. Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives · Journal Home > Vol 21, No 1 (2003) >. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register. Confidentiality. D Benatar. Abstract. No Abstract. Full Text:.

  16. Sarcoidosis | Allwood | Continuing Medical Education

    African Journals Online (AJOL)

    Continuing Medical Education. Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives · Journal Home > Vol 31, No 9 (2013) >. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register. Sarcoidosis. B Allwood, C Ainslie. Abstract. No Abstract ...

  17. Continuing Education for Distance Librarians

    Science.gov (United States)

    Cassner, Mary; Adams, Kate E.

    2012-01-01

    Distance librarians as engaged professionals work in a complex environment of changes in technologies, user expectations, and institutional goals. They strive to keep current with skills and competencies to support distance learners. This article provides a selection of continuing education opportunities for distance librarians, and is relevant…

  18. An Evaluation of a Continuing Education Program for Family Caregivers of Ventilator-Dependent Children with Spinal Muscular Atrophy (SMA

    Directory of Open Access Journals (Sweden)

    Deborah S. Boroughs

    2017-04-01

    Full Text Available Until 25 years ago, there were limited options for long-term mechanical ventilation of children, and the majority of children were cared for in hospitals. However, with improving technology, the pediatric intensive care unit has moved from the hospital to a home setting, as children with increasingly complex healthcare needs are now often cared for by family members. One of the most complex care conditions involves ventilator and tracheostomy support. Advanced respiratory technologies that augment natural respiratory function prolong the lives of children with respiratory compromise; however, this care often comes with serious risks, including respiratory muscle impairment, respiratory failure, and chronic pulmonary disease. Both non-invasive assisted ventilation and assisted ventilation via tracheostomy can prolong survival into adulthood in many cases; however, mechanical ventilation in the home is a high-stakes, high risk intervention. Increasing complexity of care over time requires perpetual skill training of family caregivers that is delivered and supported by professional caregivers; yet, opportunities for additional training outside of the hospital rarely exist. Recent data has confirmed that repetitive caregiver education is essential for retention of memory and skills in adult learners. This study analyzes the use of continued education and training in the community for family caregivers of ventilator-dependent children diagnosed with spinal muscular atrophy (SMA.

  19. Opinion of hospital pharmacy practitioners toward the Continuing Pharmacy Education program: a study from a tertiary care hospital in central Nepal

    Directory of Open Access Journals (Sweden)

    Poudel RS

    2017-09-01

    Full Text Available Ramesh Sharma Poudel,1 Rano Mal Piryani,2 Shakti Shrestha,3 Roshan Chaurasiya,1 Bed Prakash Niure1 1Hospital Pharmacy, Chitwan Medical College Teaching Hospital, Chitwan, Nepal, 2Health Professionals Education and Research Centre, Chitwan Medical College Teaching Hospital, Chitwan, Nepal, 3Department of Pharmacy, Shree Medical and Technical College, Chitwan, Nepal Background: Meeting participants’ needs and matching their preferences are important prerequisites for an effective Continuing Pharmacy Education (CPE program. The objective of this pilot study was to assess the opinion of hospital pharmacy practitioners with respect to the CPE program.Methods: The pretested questionnaires were distributed to 20 pharmacy practitioners working in a pharmacy at a tertiary care hospital in Nepal which asked for their opinions and suggestions with respect to the CPE program. Descriptive statistics were performed using IBM SPSS version 20.Results: Topics related to skills development (75% and recent innovations in pharmacy practice (65% were mostly preferred. Live (in-person presentations (80% and small group discussion (60% were the most suitable methods for delivery. Improving knowledge (75%, improving skills (60% and keeping up-to-date in the latest information (60% were major motivating factors to participate, while lack of time (75% was a major barrier. Approximately 55% of the participants believed that face-to-face interview was a suitable method for evaluating the effectiveness. Allocation of separate time for the program, assessing baseline knowledge and skills of the participants along with delivery of quality materials in an understandable way were the top common suggestions for improving the CPE program.Conclusion: Hospital pharmacy practitioners’ opinions and suggestions were assessed with respect to the CPE program and this was upgraded accordingly to meet their expectations. Keywords: continuing education, opinion, pharmacy, pharmacy

  20. Continuous Certification Within Residency: An Educational Model.

    Science.gov (United States)

    Rachlin, Susan; Schonberger, Alison; Nocera, Nicole; Acharya, Jay; Shah, Nidhi; Henkel, Jacqueline

    2015-10-01

    Given that maintaining compliance with Maintenance of Certification is necessary for maintaining licensure to practice as a radiologist and provide quality patient care, it is important for radiology residents to practice fulfilling each part of the program during their training not only to prepare for success after graduation but also to adequately learn best practices from the beginning of their professional careers. This article discusses ways to implement continuous certification (called Continuous Residency Certification) as an educational model within the residency training program. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

  1. Barriers and facilitators to the dissemination of DECISION+, a continuing medical education program for optimizing decisions about antibiotics for acute respiratory infections in primary care: A study protocol

    Directory of Open Access Journals (Sweden)

    Gagnon Marie-Pierre

    2011-01-01

    Full Text Available Abstract Background In North America, acute respiratory infections are the main reason for doctors' visits in primary care. Family physicians and their patients overuse antibiotics for treating acute respiratory infections. In a pilot clustered randomized trial, we showed that DECISION+, a continuing medical education program in shared decision making, has the potential to reduce the overuse of antibiotics for treating acute respiratory infections. DECISION+ learning activities consisted of three interactive sessions of three hours each, reminders at the point of care, and feedback to doctors on their agreement with patients about comfort with the decision whether to use antibiotics. The objective of this study is to identify the barriers and facilitators to physicians' participation in DECISION+ with the goal of disseminating DECISION+ on a larger scale. Methods/design This descriptive study will use mixed methods and retrospective and prospective components. All analyses will be based on an adapted version of the Ottawa Model of Research Use. First, we will use qualitative methods to analyze the following retrospective data from the pilot study: the logbooks of eight research assistants, the transcriptions of 15 training sessions, and 27 participant evaluations of the DECISION+ training sessions. Second, we will collect prospective data in semi-structured focus groups composed of family physicians to identify barriers and facilitators to the dissemination of a future training program similar to DECISION+. All 39 family physicians exposed to DECISION+ during the pilot project will be eligible to participate. We will use a self-administered questionnaire based on Azjen's Theory of Planned Behaviour to assess participants' intention to take part in future training programs similar to DECISION+. Discussion Barriers and facilitators identified in this project will guide modifications to DECISION+, a continuing medical education program in shared

  2. Changes in leadership styles as a function of a four-day leadership training institute for nurse managers: a perspective on continuing education program evaluation.

    Science.gov (United States)

    Wolf, M S

    1996-01-01

    This study measured changes in knowledge acquisition and application of the Hersey and Blanchard model of leadership styles and leadership style adaptability among 144 registered nurses who participated in a four-day management institute. A pre- and post-institute administration of the LEAD-Self instrument was conducted. Although the findings demonstrated a significant change in the participants' leadership styles, the data revealed that outcomes were not as positive as had been assumed based on participants' self-reports. The discussion of findings reveals the complexity and the necessity of measuring learning outcomes for continuing education program improvement.

  3. Improving primary care in British Columbia, Canada: evaluation of a peer-to-peer continuing education program for family physicians

    Directory of Open Access Journals (Sweden)

    MacCarthy Dan

    2012-11-01

    Full Text Available Abstract Background An innovative program, the Practice Support Program (PSP, for full-service family physicians and their medical office assistants in primary care practices was recently introduced in British Columbia, Canada. The PSP was jointly approved by both government and physician groups, and is a dynamic, interactive, educational and supportive program that offers peer-to-peer training to physicians and their office staff. Topic areas range from clinical tools/skills to office management relevant to General Practitioner (GP practices and “doable in real GP time”. PSP learning modules consist of three half-day learning sessions interspersed with 6–8 week action periods. At the end of the third learning session, all participants were asked to complete a pen-and-paper survey that asked them to rate (a their satisfaction with the learning module components, including the content and (b the perceived impact the learning has had on their practices and patients. Methods A total of 887 GPs (response rates ranging from 26.0% to 60.2% across three years and 405 MOAs (response rates from 21.3% to 49.8% provided responses on a pen-and-paper survey administered at the last learning session of the learning module. The survey asked respondents to rate (a their satisfaction with the learning module components, including the content and (b the perceived impact the learning has had on their practices and patients. The psychometric properties (Chronbach’s alphas of the satisfaction and impact scales ranged from .82 to .94. Results Evaluation findings from the first three years of the PSP indicated consistently high satisfaction ratings and perceived impact on GP practices and patients, regardless of physician characteristics (gender, age group or work-related variables (e.g., time worked in family practice. The Advanced Access Learning Module, which offers tools to improve office efficiencies, decreased wait times for urgent, regular and third

  4. Improving primary care in British Columbia, Canada: evaluation of a peer-to-peer continuing education program for family physicians.

    Science.gov (United States)

    MacCarthy, Dan; Kallstrom, Liza; Kadlec, Helena; Hollander, Marcus

    2012-11-09

    An innovative program, the Practice Support Program (PSP), for full-service family physicians and their medical office assistants in primary care practices was recently introduced in British Columbia, Canada. The PSP was jointly approved by both government and physician groups, and is a dynamic, interactive, educational and supportive program that offers peer-to-peer training to physicians and their office staff. Topic areas range from clinical tools/skills to office management relevant to General Practitioner (GP) practices and "doable in real GP time". PSP learning modules consist of three half-day learning sessions interspersed with 6-8 week action periods. At the end of the third learning session, all participants were asked to complete a pen-and-paper survey that asked them to rate (a) their satisfaction with the learning module components, including the content and (b) the perceived impact the learning has had on their practices and patients. A total of 887 GPs (response rates ranging from 26.0% to 60.2% across three years) and 405 MOAs (response rates from 21.3% to 49.8%) provided responses on a pen-and-paper survey administered at the last learning session of the learning module. The survey asked respondents to rate (a) their satisfaction with the learning module components, including the content and (b) the perceived impact the learning has had on their practices and patients. The psychometric properties (Chronbach's alphas) of the satisfaction and impact scales ranged from .82 to .94. Evaluation findings from the first three years of the PSP indicated consistently high satisfaction ratings and perceived impact on GP practices and patients, regardless of physician characteristics (gender, age group) or work-related variables (e.g., time worked in family practice). The Advanced Access Learning Module, which offers tools to improve office efficiencies, decreased wait times for urgent, regular and third next available appointments by an average of 1.2, 3

  5. Beyond Needs Assessment to Marketing Continuing Education in Nursing.

    Science.gov (United States)

    Bond, Susan B.; Waltz, Carolyn F.

    The prevalence of the need for marketing in continuing education in nursing is justifiable considering the growing pressures for efficiency and economies of scale in this field of higher education. This paper critically analyzes the current utilization of needs assessment in continuing education programs in nursing. It is argued that the cost…

  6. Attitudes of Older Women Toward Continuing Adult Education at the University Level: Implications for Program Curriculum Development.

    Science.gov (United States)

    Papalia-Finlay, Diane; And Others

    1981-01-01

    Examined the attitudes of older women concerning factors that would reduce anxiety, and appropriate educational experiences. Most of the upper-middle-class, highly educated women indicated an interest in taking humanities classes. In addition, 55 percent preferred the lecture format; 81 percent preferred mixed ages in classes. (Author/JAC)

  7. The Librarian's Contribution to Continuing Medical Education.

    Science.gov (United States)

    Gerber, Andrew L

    2017-01-01

    At many hospitals, including Robert Wood Johnson (RWJ) University Hospital Rahway, librarians facilitate continuing medical education (CME) programs, sometimes working in that capacity as much as in their traditional librarian functions such as reference, research, cataloging, and bibliographic instruction. This column traces the relationship between the two aspects of the RWJ Rahway's CME coordinator and health sciences librarian's job to demonstrate that, because of their duties and skills, medical librarians can meaningfully contribute to hospitals' CME programs. The worlds of librarianship and CME are further connected by the same goal: the dissemination of information.

  8. Increasing the satisfaction of general practitioners with continuing medical education programs: A method for quality improvement through increasing teacher-learner interaction

    Directory of Open Access Journals (Sweden)

    Fogelman Yacov

    2002-08-01

    Full Text Available Abstract Background Continuing medical education (CME for general practitioners relies on specialist-based teaching methods in many settings. Formal lectures by specialists may not meet the learning needs of practitioners and may cause dissatisfaction with traditional CME. Increasing learner involvement in teaching programs may improve learner satisfaction. Methods A quality improvement program for CME for 18 general practitioners in the Tel Aviv region was designed as a result of dissatisfaction with traditional CME activities. A two-step strategy for change was developed. The CME participants first selected the study topics relevant to them from a needs assessment and prepared background material on the topics. In the second step, specialist teachers were invited to answer questions arising from the preparation of selected topics. Satisfaction with the traditional lecture program and the new participatory program were assessed by a questionnaire. The quality criteria included the relevance, importance and applicability of the CME topic chosen to the participant's practice, the clarity of the presentation and the effective use of teaching aids by the lecturer and the potential of the lecturer to serve as a consultant to the participant. Results The participatory model of CME significantly increased satisfaction with relevance, applicability and interest in CME topics compared to the traditional lecture format. Conclusions Increased learner participation in the selection and preparation of CME topics, and increased interaction between CME teachers and learners results in increased satisfaction with teaching programs. Future study of the effect of this model on physician performance is required.

  9. Addressing holistic health and work empowerment through a body-mind-spirit intervention program among helping professionals in continuous education: A pilot study.

    Science.gov (United States)

    Ho, Rainbow T H; Sing, Cheuk Yan; Wong, Venus P Y

    2016-01-01

    To examine the effectiveness of a body-mind-spirit (BMS) intervention program in improving the holistic well-being and work empowerment among helping professionals in continuous education. Forty-four helping professionals, who were in their first-year part-time postgraduate study, participated in the present study. All participants attended a 3-day BMS intervention program which emphasized a holistic approach to health and well-being. Ratings on their levels of physical distress, daily functioning, affect, spirituality, and psychological empowerment at work were compared before and immediately after the intervention. Participants reported significantly lower levels of negative affect and physical distress, and were less spiritually disoriented after the intervention. Enhanced levels of daily functioning, positive affect, spiritual resilience, and tranquility were also reported. Results also suggested that participants were empowered at work, and specifically felt more able to make an impact on work outcomes. The 3-day BMS intervention program produced a positive and measurable effect on participants' holistic well-being and empowerment at work. Educators in related fields could incorporate holistic practices into the curriculum to better prepare the future practitioners, leading to better outcomes both to the professionals themselves and their clients or patients.

  10. Understanding the Effects of Training Programs for Vulnerable Adults on Social Inclusion as Part of Continuing Education

    Science.gov (United States)

    de Greef, Maurice; Segers, Mien; Verte, Dominique

    2012-01-01

    According to the increasing rates of unemployment and poverty a significant share of the European population can be considered at-risk-of-social exclusion. In order to combat social exclusion adult education seemed to be a possible tool, which can increase social inclusion among adult learners. This study explores factors relating to training…

  11. Transforming the Knowledge Gap for Local Planning Officials: Impacts of Continuing Education in a Master Citizen Planner Program

    Science.gov (United States)

    Beyea, Wayne; Menon, Rohit; Crawford, Pat

    2016-01-01

    In an era of increasing complexity, the majority of local land-use decisions in the United States are made by volunteer citizen planners. Often these elected or appointed volunteers enter their positions with a passion for their communities but without appropriate background training. The Michigan Citizen Planner Program was developed to address…

  12. Do You See What I See? Understanding Filipino Elderly's Needs, Benefits, and Expectations from an Adult Continuing Education Program

    Science.gov (United States)

    Escolar Chua, Rowena L.; de Guzman, Allan B.

    2014-01-01

    As the elderly population increases, encouraging older adults to participate in lifelong learning has become a priority for many countries. Properly structured lifelong learning programs have consistently yielded numerous benefits to older adults; therefore, careful attention and effort should be exerted to ensure its effectiveness by involving…

  13. Best evidence continuous medical education.

    Science.gov (United States)

    Raza, Amer; Coomarasamy, Arri; Khan, Khalid S

    2009-10-01

    Health care professionals need to approach their profession with a view to life long learning. They need to develop a strategy to meet their learning needs in a reflective and effective manner. Continuous medical educational (CME) is the traditional tool for learning and updating knowledge. Most of them are in the forms of courses, conferences, journal clubs and workshops. They are mostly didactic sessions and evidence suggests that they are not effective to improve the clinical skills and attitude. Systematic review of teaching evidence-based medicine shows that interactive and clinically integrated learning is the most effective form of learning. It enhances knowledge and skills. Professionals should view CME in a holistic manner in the context of continuous professional development (CPD) and even in the wider concept of knowledge translation, which encompasses both CME and CPD. e Learning is one of the most important forms of non-traditional CME. It provides an efficient and increasingly interactive delivery system that can handle complex and layered information. More work needs to be done to see its effectiveness for practising clinicians.

  14. A Prescription for Reframing Continuing Pharmacy Education in Massachusetts

    Science.gov (United States)

    Young, Anita M.

    2012-01-01

    Extensive research indicates that adults learn best when they are motivated, self-directed and choose what and how they learn. This project focuses on continuing pharmacy education and seeks to answer the question: "How can pharmacists be motivated to participate in continuing pharmacy education programs because they want to, not because they…

  15. Nurses' perceptions of online continuing education

    Directory of Open Access Journals (Sweden)

    Karaman Selcuk

    2011-10-01

    Full Text Available Abstract Background There is increasing attention to online learning as a convenient way of getting professional training. The number and popularity of online nursing continuing education programs are increasing rapidly in many countries. Understanding these may contribute to designing these programs to maximize success. Also, knowing the perceptions and preferences in online learning aids development and orientation of online programs. The aims of this study are to show nurses' perceptions of online continuing education and to determine perceptions of various groups; area groups, working companies, frequency of computer usage and age. Methods The survey method was used in this quantitative study to reveal perception levels and relationship with related variables. Data were collected through an online instrument from a convenience sample of 1041 Registered Nurses (RNs at an online bachelor's degree program. Descriptive and inferential analysis techniques were performed. Results Nurses generally have positive perceptions about online learning (X = 3.86; SD = 0.48. A significant difference was seen between nurses who used computers least and those with the highest computer usage [F (3, 1033 = 3.040; P r = -.013; P > .05 and r = -.036; P > .05, respectively. Nurses' perceptions are significantly different depending on the settings where they work [F (3,989 = 3.193; P X = 3.82; SD = .51 and those living in rural areas (X = 3.88; SD = .47 was not significant [t (994 = -1.570, P > .05]. Conclusions We found that nurses regard online learning opportunities as suitable for their working conditions and needs. Nurses should be provided with continued training through online learning alternatives, regardless of age, working experience or area of residence.

  16. Cost-benefit analysis on the use of telemedicine program of Kosova for continuous medical education: a sustainable and efficient model to rebuild medical systems in developing countries.

    Science.gov (United States)

    Latifi, Kalterina; Lecaj, Ismet; Bekteshi, Flamur; Dasho, Erion; Doarn, Charles R; Merrell, Ronald C; Latifi, Rifat

    2011-12-01

    The Ministry of Health of Kosova has recently announced the Telemedicine Program of Kosova (TMPK) as the official institution responsible for managing and coordinating the nation's Long-Distance Continuous Medical Education (CME) program. There are a lack of studies on cost-benefit analysis (CBA) and other economic evaluations of telemedicine programs (TMP), in particular the financial value of CME offered through such a service. In addition, there is lack of prospective studies on Monitoring & Evaluation (M&E) of TMP. The goal of this study was to conduct a retrospective CBA of prospective data collected at TMPK over a 5-year period (2005-2010) in order to determine the cost benefit as opposed to the alternative method of delivery of this model for developing countries whose healthcare systems are in disarray. We reviewed data on the number of participants in virtual lectures both at the Telemedicine Center of Kosova (TCK) as well as the number of participants at six Regional Telemedicine Centers throughout Kosova, the number of lectures broadcasted, the clinical cases reviewed and transmitted for international consultation, and other quantitative data. Only in 2009, approximately 2,000 CME certificates were awarded to physicians and nurses of Kosova, 18 international teleconsultations were conducted, 138 videoconferences, lectures, and seminars were held, and there were over 9,000 visitors at the TCK e-library. Data analysis shows that the TMPK has been an efficient mechanism for CME and sustainable model for rebuilding the medical system. TMPK has been successful in offering physicians, nurses, and other medical professions access to electronic information. TMP is an efficient mechanism to ensure CME and rebuilding medical systems in developing countries. There is a need for prospective CBA of any TMP and the establishment of M&E programs in any future telemedicine initiatives in developing countries.

  17. Assessment of continuing interprofessional education: lessons learned.

    Science.gov (United States)

    Simmons, Brian; Wagner, Susan

    2009-01-01

    Although interprofessional education (IPE) and continuing interprofessional education (CIPE) are becoming established activities within the education of health professions, assessment of learners continues to be limited. Arguably, this in part is due to a lack of IPE and CIPE within in the clinical workplace. The accountability of interprofessional teams has been driven by quality assurance and patient safety, though sound assessment of these activities has not yet been achieved. The barriers to team assessment in CIPE appear related to access and resources. Simulated team training and assessment are expensive, and because of staffing shortages, learning in clinical practice is often the only way forward, but is obviously not ideal. Despite these difficulties, the principles of assessment should be adhered to in any CIPE program. This article explores key issues related to the assessment of CIPE. It reflects on processes of designing and introducing an IPE activity into an existing university curriculum and focuses on determining the purpose of the assessment and the use of collaborative competencies to help determine assessment. The article also discusses the use of an assessment blueprint to ensure that learners are exposed to the relevant collaborative competencies. In addition, the article discusses the use of multiple assessment methods and the potential of simulation in the assessment of CIPE.

  18. Equality Postponed: Continuing Barriers to Higher Education in the 1980s. Report from the Policy Conference on Postsecondary Programs for the Disadvantaged (Racine, Wisconsin, June 1982).

    Science.gov (United States)

    Adolphus, Stephen H., Ed.

    Major barriers to equal access of minority and disadvantaged students to higher education are considered in eight papers and five responses from the 1982 Wingspread Conference on Postsecondary Programs for the Disadvantaged. Included is a policy statement from the conference that covers: quality education for all, the interrelatedness of education…

  19. Continuing Education on Dying and Death.

    Science.gov (United States)

    Chodil, Judith J.; Dulaney, Peggy E.

    1984-01-01

    "Dying and Death in Critical Care Practice" was a one-day continuing education offering designed for registered nurses who practiced in settings such as emergency rooms, intensive care units, coronary care units, and operating rooms. The workshop was part of a continuing education curriculum in critical care nursing. (SSH)

  20. Continuing Medical Education: Advanced Search

    African Journals Online (AJOL)

    Search tips: Search terms are case-insensitive; Common words are ignored; By default only articles containing all terms in the query are returned (i.e., AND is implied); Combine multiple words with OR to find articles containing either term; e.g., education OR research; Use parentheses to create more complex queries; e.g., ...

  1. Schistosomiasis | Mendelson | Continuing Medical Education

    African Journals Online (AJOL)

    ... Great River Valley found in the Gynaecological Papyrus of Kahun circa 1900BC is recognised as the first recorded description of the disease. Its geographical distribution continues to expand, a 5th human pathogenic schistosome, Schistosoma mekongi, having being described in Laos and Cambodia as recently as 1978.

  2. Educational Continuation by College Graduates.

    Science.gov (United States)

    Stolzenberg, Ross M.

    1994-01-01

    Reports on a study of the apparently paradoxical absence of background socioeconomic status (SES) effects on school continuation by college graduates. Finds results consistent with earlier studies of SES impact on schooling and explains the absence of parental SES effects on schooling beyond college. (CFR)

  3. An Overview of Continuing Interprofessional Education

    Science.gov (United States)

    Reeves, Scott

    2009-01-01

    Interprofessional education, continuing interprofessional education, interprofessional collaboration, and interprofessional care are moving to the forefront of approaches with the potential to reorganize the delivery of health professions education and health care practice. This article discusses 7 key trends in the scholarship and practice of…

  4. Education programs catalog

    Energy Technology Data Exchange (ETDEWEB)

    1994-05-01

    Since its formation in 1977, US DOE has been authorized to support education programs that help ensure an adequate supply of scientists, engineers, and technicians for energy-related research, production activities, and technology transfer. A national conference in 1989 produced a clear vision of the important role that DOE, its facilities, and its 169,000 Federal and contract employees can play in the educational life of their communities and the Nation. Many of the programs listed in this catalog are the result of this new vision; others have existed for many years. Purpose of this catalog is to make all DOE education efforts more widely known so that more teachers, students, and others can benefit. Supporting the hundreds of education programs (precollege, undergraduate, graduate, public) is the network of DOE national laboratories, technology centers, and other research facilities. Brief descriptions of each facility, its programs, and contact information for its education personnel are included.

  5. Contribuições para um programa de educação continuada em saúde coletiva Reflections on a continuing education program in public health

    Directory of Open Access Journals (Sweden)

    Jairnilson S. Paim

    1992-09-01

    Full Text Available O presente trabalho constitui-se em um conjunto de reflexões para um Projeto de Educação Continuada dirigido a profissionais de saúde coletiva. A partir de reflexões sobre o tema que vêm sendo estimuladas pela Escola Nacional de Saúde Pública da Fiocruz, os autores sugerem um referencial teórico nos campos da saúde coletiva e da educação, apontando para a formulação de objetivos baseados em dados do contexto nacional, em fatores sócio-econômicos, nos determinantes das condições de saúde, nas políticas de saúde e trabalho e nas estruturas e objetivos das instituições onde estejam inseridas as clientelas eleitas pelo Programa. A estratégia aponta para cinco pontos fundamentais, recomendando a organização de um banco de dados de egressos, a articulação entre universidades e órgãos formadores de recursos humanos da área de saúde, a realização de oficinas e seminários, a análise de conjunturas locais com definição de seus prováveis cenários e a opção pelo nível local. O Programa elege o trabalho como eixo integrador de suas ações, superando o modo escolar de ensinar e aprender, oferecendo um processo educativo a partir de dados da realidade, organizado entre docentes das instituições acadêmicas e agentes das práticas de saúde, privilegiando o enfrentamento e a solução dos problemas dos serviços como referência para a aplicação dos conhecimentos produzidos e base de reflexão para a recriação das práticas de saúde em vigor.This paper is a set of reflections for a Project on Continued Education aimed at professionals in collective health. From reflections on the subject that are being promoted by the National School of Public Health at the Oswaldo Cruz Foundation in Rio de Janeiro, the authors suggest a theoretical reference in the fields of collective health and education, pointing to the formulation of objectives based on data from the national context, socioeconomic factors, determinants of

  6. Educational Needs and Policies for Continuing Education.

    Science.gov (United States)

    Reguzzoni, Mario

    1994-01-01

    Comparisons of data for Italy and other European countries show that Italy has lower educational attainment for the 25-64 age group, shorter length of compulsory schooling, and less inservice training for employed adults. The Centre for the Study of Social Investment in Italy identified needs for functional literacy, supplementary and vocational…

  7. Post-postmodernism and Continuing Education.

    Science.gov (United States)

    Leicester, Mal

    2000-01-01

    Attempts to explore the epistemological dimensions of postmodernism. Develops a less problematic post-postmodern perspective, influenced by Wittgenstein. Notes how this perspective is consistent with theory and practice in adult and continuing education. (SK)

  8. National Diabetes Education Program

    Science.gov (United States)

    ... Living Tips About WIN NIDDK Information Clearinghouses National Diabetes Education Program Together with more than 200 partners ... type 2 diabetes. Learn more about NDEP . National Diabetes Month You are the center of your diabetes ...

  9. Ethical Issues in Continuing Professional Education.

    Science.gov (United States)

    Lawler, Patricia Ann

    2000-01-01

    Continuing professional education practitioners often face ethical dilemmas regarding their obligations to multiple stakeholders and issues arising in new arenas such as the workplace, distance education, and collaboration with business. Codes of ethics can guide practice, but practitioners should also identify their personal core values system…

  10. An Anatomy of Continuing Interprofessional Education

    Science.gov (United States)

    Barr, Hugh

    2009-01-01

    Continuing interprofessional education is the means by which experienced health, social care, and other practitioners learn with, from, and about each other, formally and informally, to improve their collective practice and to cultivate closer collaboration. It applies principles of interprofessional education through media commonly employed in…

  11. Research Areas in Adult and Continuing Education

    Science.gov (United States)

    Zawacki-Richter, Olaf; Röbken, Heinke; Ehrenspeck-Kolasa, Yvonne; von Ossietzky, Carl

    2014-01-01

    This study builds upon a Delphi study carried out by Zawacki-Richter (2009) which posited a validated classification of research areas in the special area of distance education. We now replicate the study for the broader field of adult and continuing education (ACE). The aims of this paper are: firstly, to develop a categorisation of research…

  12. The SHEFC Review of Continuing Education.

    Science.gov (United States)

    Barr, Jean

    1996-01-01

    Critiques a Scottish proposal to convert liberal adult education into credit-bearing courses for funding purposes. Argues that this would reduce access and narrow curricular offerings for certain groups and that wholesale accreditation should not displace all other agendas and goals for adult and continuing education. (SK)

  13. Continuing Professional Education in the Military

    Science.gov (United States)

    Gleiman, Ashley; Zacharakis, Jeff

    2016-01-01

    The military relies on continuing professional education as a key component to the success of its organization. With decreasing budgets and increasing importance for a force that operates efficiently and thinks critically, the cognitive tension among training, education, and learning comes center stage.

  14. Continuing education of paediatric nurses in Vojvodina, Serbia.

    Science.gov (United States)

    Brestovacki, Branislava; Milutinovic, Dragana

    2011-07-01

    The purpose of this study was to identify the need and degree of interest for continuing education of paediatric nurses at the Institute for Child and Youth Health Care of Vojvodina. Descriptive study with prospective approach, which involved the use of surveys to elicit data collection. Data were collected during January and May of 2008. In this study 94% of paediatric nurses who participated in the study have secondary education in nursing, and 80% have not attended any forms of continuing education thus far, and 8% had presented papers at national seminars. No forms of continuing education were found dominant, while nurses with less years of work experience, showed statistically much greater interest in continuing education. Paediatric nurses in this study show the need for moral, ethical, and financial support from their supervisors and employers to realize their interest in continuing education, in accordance with their individual abilities. Information about the specific educational needs of paediatric nurses in terms of content and methods provide a valuable guide for planning the effective continuing education programs, seminars, and professional conferences for improving clinical practice and providing exemplary nursing care to children. Copyright © 2010 Elsevier Ltd. All rights reserved.

  15. An understanding of nurse educators' leadership behaviors in implementing mandatory continuing nursing education in China.

    Science.gov (United States)

    Xiao, Lily Dongxia

    2008-09-01

    Mandatory continuing nursing education is viewed as one way to develop registered nurses' continuing competencies. However, as has been argued internationally, it can also create a paradox in terms of learning to meet study requirements. Such paradox has been discussing in China since the implementation of mandatory continuing nursing education in 1996. Nurse educators, who develop continuing nursing education programs, appear to respond to the paradox differently associated with their leadership styles. This article reports a qualitative study aiming to gain an understanding of nurse educators' leadership behaviors in implementing mandatory continuing nursing education in China. Gadamer's philosophical hermeneutics underpins in-depth interviews with five nurse educators and data interpretation. Two categories of nurse educators, described as proactive educator and reactive educator, were identified and compared with two types of leadership styles described as transformational leader and transactional leader in the literature of educational leadership and continuing professional development. Proactive educators shared core attributors of transformational leaders and were able to relieve the paradox in mandatory continuing nursing education. Reactive educators however showed some attributors of transactional leaders and might escalate the paradox. Findings suggest further research in relation to the preparation of nurse educators.

  16. Programs That Educate.

    Science.gov (United States)

    Kealey, Robert J., Comp.

    The essays in this collection reflect on effective practices conducted in Catholic schools. Essays were written by participants in the 2000 principals' academy. Under "Section 1: Religious Education" are the following essays: "Kingdom Builders" (Sr. M. Joseph); "Sacramental Programs, Parish Programs" (J. Thaler); and…

  17. An Analysis of 2.3 Million Participations in the Continuing Medical Education Program of a General Medical Journal: Suitability, User Characteristics, and Evaluation by Readers.

    Science.gov (United States)

    Christ, Hildegard; Franklin, Jeremy; Griebenow, Reinhard; Baethge, Christopher

    2017-04-03

    Physicians frequently use continuing medical education (CME) in journals. However, little is known of the evaluation of journal CME by readers and also user and participation characteristics. Deutsches Ärzteblatt, the journal of the German Medical Association, is distributed to every physician in Germany and regularly offers its readers CME articles. Therefore, it provides a unique opportunity to analyze a journal CME program directed at an entire population of physicians. The aim is to show key sociodemographic characteristics of participants, frequency and temporal distributions of participations, and to analyze whether the articles are suitable for a general medical audience, how physicians rate the CME articles, how successful they were in answering simple multiple-choice questions, and to detect distinct clusters of participants. Using obligatory online evaluation forms and multiple-choice questions, we analyzed all participations of the entire 142 CME articles published between September 2004 and February 2014. We compared demographic characteristics of participants with official figures on those characteristics as provided by the German Medical Association. A total of 128,398 physicians and therapists (male: 54.64%, 70,155/128,393; median age class 40 to 49 years) participated 2,339,802 times (mean 16,478, SD 6436 participations/article). Depending on the year, between 12.33% (44,064/357,252) and 16.15% (50,259/311,230) of all physicians in the country participated at least once. The CME program was disproportionally popular with physicians in private practice, and many participations took place in the early mornings and evenings (4544.53%, 1,041,931/2,339,802) as well as over the weekend (28.70%, 671,563/2,339,802). Participation by specialty (ranked in descending order) was internal medicine (18.25%, 23,434/128,392), general medicine (16.38%, 21,033/128,392), anesthesiology (10.00%, 12,840/128,392), and surgery (7.06%, 9059/128,392). Participants rated

  18. The importance of continuing education for transplant coordination staff.

    Science.gov (United States)

    Tokalak, Ibrahim; Emiroğlu, Remzi; Karakayali, Hamdi; Bilgin, Nevzat; Haberal, Mehmet

    2005-06-01

    Continuous quality improvement activities are necessary to achieve excellence at any institution. The Başkent University Hospitals have implemented continuous in-service training programs to improve all health services provided. Also, continuing medical education programs are being instituted in organ procurement and transplantation centers. In addition to receiving basic orientation and training upon hiring, transplant coordination staff complete forms that detail their current training status, further job training needed, and other courses of interest. The information is used to monitor skill levels, to determine the success of educational programs, and to identify further education that is needed. Our aim is to improve the quality of transplant coordination activities and increase organ donation at the hospitals in our network through effective monitoring and evaluation of continuous in-service training. These training programs enhance staff members' understanding of and participation in procedures related to transplantation and improves the total quality of the transplantation process. In the near future, this training model may be used to improve the donor hospital education program in Turkey.

  19. Sustaining Arts Programs in Public Education

    Science.gov (United States)

    Dunstan, David

    2016-01-01

    The purpose of this qualitative research case study was to investigate leadership and funding decisions that determine key factors responsible for sustaining arts programs in public schools. While the educational climate, financial constraints, and standardized testing continue to impact arts programs in public education, Eastland High School, the…

  20. Nephrology Education and Continuing Education in Resource-Limited Settings.

    Science.gov (United States)

    Vachharajani, Tushar J; Bello, Aminu K; Evans, Rhys; Dreyer, Gavin; Eichbaum, Quentin

    2017-05-01

    Nephrology training programs in high-income countries have transitioned from an apprenticeship model to a well-structured, resource-driven model that supports continual professional development. In contrast, in low- and middle-income countries, medical training and in particular nephrology training has lagged behind owing to resource limitations. Some of the challenges to adequately provide training to health care professionals in low- and middle-income countries include shortage of teaching faculty, difficulty in developing curricula to meet regional needs, and a lack of resources to provide competency-based medical education. The task of providing nephrology education becomes even harder when it comes to training physicians and health care workers to manage patients with complex kidney diseases without adequate infrastructure, government support, or proper health care policies. The nephrology training curriculum for low- and middle-income countries ideally should focus on local and regional needs, implementation of preventive measures for risk modification, education of a multidisciplinary health care workforce, raising general awareness of kidney disease, and optimizing the use of available resources. The ultimate goal being overall better recognition and care for patients with kidney disease. Published by Elsevier Inc.

  1. Continuing professional development for educational psychologists

    OpenAIRE

    2015-01-01

    M.Ed. The aim of this study was to describe the most prominent needs for Continuing Professional Development (CPD) amongst Educational Psychologists in South Africa, in order to provide guidelines for further provision of CPD activities. This was done by implementing a questionnaire in a cross-sectional survey. The questionnaire was mailed to an initial sample of 1000 (out of 1100) registered Educational Psychologists, whose details were obtained from the Health Professions Council of Sout...

  2. Marketing and Market Research for Adult and Continuing Education.

    Science.gov (United States)

    Buckmaster, Annette

    Marketing is an essential part of conducting a continuing education program, but marketing consists of more than just promotion. According to Kotler, exchange is the central concept underlying marketing. Marketing involves understanding, planning, implementing, and controlling this exchange. The exchange situation contains all the elements of the…

  3. The Audioconference: Delivering Continuing Education for Addictions Workers in Canada.

    Science.gov (United States)

    Burge, E. J.; And Others

    1993-01-01

    Used audio conferencing for continuing education of Francophone and Anglophone addictions workers across Canada. Evaluation revealed that program design enabled cost-effective, real-time linking of local groups of professionals with their peers and with external expert colleagues. Found that such contact promoted social goals of networking and…

  4. The University of Oxford's Approach to Adult and Continuing Education.

    Science.gov (United States)

    Scott, R. Neil

    1988-01-01

    Reviews the historical development of adult and continuing education as provided through the Open University system of Great Britain. An interview with the librarian for Oxford's Department of External Studies examines the current status of the program and describes the library services available to participants. (8 references) (CLB)

  5. Handbook on Effective Implementation of Continuing Education at the Grassroots.

    Science.gov (United States)

    United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.

    This document is intended to assist individuals directly involved in delivery and implementation of grassroots continuing education programs in the Asia-Pacific region. The first half of the handbook consists of chapters on the following topics: (1) the handbook's structure, contents, audience, and use; (2) the nature and scope of continuing…

  6. Continued Professional Education of Bulgarian Pharmacists: Second Registration Period

    Directory of Open Access Journals (Sweden)

    Petrova G.

    2014-06-01

    Full Text Available The continuing professional education prepares the pharmacists for the requirements of the changed role of pharmacists in the society. Different approaches to continuous professional education ranging from lectures to peer-mentoring work shops and web tools have been developed throughout the last 25 years. The goal of the current analysis is to systematize the trends in accredited education events for pharmacists by the Quality Committee of the BPhU during 2010-2013. This study is a retrospective database analysis. The information concerning the accredited forms of continuing education of pharmacists as well as other activities related to continuing education was extracted from the official protocols, issued by the Quality Commission of the Bulgarian Pharmaceutical Union (BPhU. The continuing postgraduate education of pharmacists in Bulgaria is developing with new elements which allow competence development through individual forms of self-development such as publication activities, delivering presentations, individual training, etc. In the educational programs accredited during the second registration period, still prevailed the short courses, with focus on the new medicinal products.

  7. Using modern information technologies in continuing education

    Directory of Open Access Journals (Sweden)

    Магомедхан Магомедович Ниматулаев

    2012-06-01

    Full Text Available Article opens problems of formation of system of continuous education and improvement of professional skill for effective realization of professional work of the teacher in the conditions of use of modern information technology. Possibilities and necessities of use of information-communication technologies, Web-technologies for an intensification and giving of additional dynamics to educational process are considered. In this connection new forms and methods of the organization of educational activity for development and perfection of this activity are defined.

  8. Marketing Continuing Education: A Study of Price Strategies. Occasional Papers in Continuing Education, No. 11.

    Science.gov (United States)

    Lamoureux, Marvin E.

    The objective of the study conducted at the Centre for Continuing Education (CCE) at the University of British Columbia was to determine that threshold pricing not only existed for continuing education courses, but also was applicable to an administrative decision-making structure. The first part of the three-part investigation analyzed consumer…

  9. Influence of continuing medical education workshops on participant learning.

    Science.gov (United States)

    Rodenhauser, P; Markert, R J

    1989-01-01

    The challenge of assessing the effectiveness of continuing medical education (CME) programs is formidable and intriguing. Two workshops on program factors affecting resident recruitment, conducted at annual meetings of the American Association of Directors of Psychiatric Residency Training, were evaluated for their influence on participant learning. Based on pre- and post-workshop questionnaires, participant perceptions and attitudes changed as a result of the workshop experience. The changes closely paralleled the planned and spontaneous discussion content. In describing the workshop-related changes, factors affecting residency program recruitment and aspects of CME program evaluation are discussed. A suggestion for enhancing workshop evaluations is incorporated.

  10. Strengthening healthcare delivery in Haiti through nursing continuing education.

    Science.gov (United States)

    Clark, M; Julmisse, M; Marcelin, N; Merry, L; Tuck, J; Gagnon, A J

    2015-03-01

    The aim of this paper was to (1) highlight nursing continuing education as a key initiative for strengthening healthcare delivery in low-resource settings, and (2) provide an example of a nursing continuing education programme in Haiti. Haiti and other low-resource settings face extreme challenges including severe shortages of healthcare workers, high rates of nurse out-migration and variations in nurse competency at entry-to-practice. Nursing continuing education has the potential to address these challenges and improve healthcare delivery through enhanced nurse performance and retention; however, it is underutilized in low-resource settings. A case study is presented from the Hôpital Universitaire de Mirebalais in Mirebalais, Haiti of a new nursing continuing education programme called the Beyond Expert Program. The case study highlights eight key dimensions of nursing continuing education in low-resource settings: (1) involving local stakeholders in planning process, (2) targeting programme to nurse participant level and area of care, (3) basing course content on local context, (4) including diverse range of nursing topics, (5) using participatory teaching methods, (6) addressing resource constraints in time and scheduling, (7) evaluating and monitoring outcomes, and (8) establishing partnerships. The case study provides guidance for others wishing to develop programmes in similar settings. Creating a nursing continuing education programme in a low-resource setting is possible when there is commitment and engagement for nursing continuing education at all levels of the organization. Our report suggests a need for policy-makers in resource-limited settings to make greater investments in nursing continuing education as a focus of human resources for health, as it is an important strategy for promoting nurse retention, building the knowledge and skill of the existing nursing workforce, and raising the image of nursing in low-resource settings. © 2015

  11. 34 CFR 300.22 - Individualized education program.

    Science.gov (United States)

    2010-07-01

    ... CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.22 Individualized education program... 34 Education 2 2010-07-01 2010-07-01 false Individualized education program. 300.22 Section 300.22 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION...

  12. Mathematics Education and Continuous Assessment in Ghanaian ...

    African Journals Online (AJOL)

    The last decade or so has seen major developments in the policy and practice of assessment in this country. The introduction of the criterion-referenced assessment scheme at the primary school level as well as the use of continuous assessment at almost all levels of education in Ghana reflects fundamental new ...

  13. Review article: Ethnomusicology and music education: Continuing ...

    African Journals Online (AJOL)

    This review article further explores the nexus between music education and African music/(ethno)musicology that continues the dialogue between the disciplines of musicology and ethnomusicology initiated by Susan Harrop-Allin in SAMUS vol. 25 109-24). Although there has been an explosion of literature over the last five ...

  14. Online Continuing Medical Education in Saudi Arabia

    Science.gov (United States)

    Alwadie, Adnan D.

    2013-01-01

    As the largest country in the Middle East, Saudi Arabia and its health care system are well positioned to embark on an online learning intervention so that health care providers in all areas of the country have the resources for updating their professional knowledge and skills. After a brief introduction, online continuing medical education is…

  15. Google Scholar and the Continuing Education Literature

    Science.gov (United States)

    Howland, Jared L.; Howell, Scott; Wright, Thomas C.; Dickson, Cody

    2009-01-01

    The recent introduction of Google Scholar has renewed hope that someday a powerful research tool will bring continuing education literature more quickly, freely, and completely to one's computer. The authors suggest that using Google Scholar with other traditional search methods will narrow the research gap between what is discoverable and…

  16. Continuing medical education based on the needs of society

    Directory of Open Access Journals (Sweden)

    Salmanzadeh H

    2003-10-01

    Full Text Available Background. One of the main reasons of inefficiency in traditional medical education is the application of diseaseoriented educational system in continuing medical education, instead of a symptom-oriented approach. Purpose. To determine the most common and important symptoms and complaints among Iranian nation according to the viewpoints of general parishioners. Method. In this descriptive cross-sectional study, a self-administered questionnaire consisting of demographic data and 153 scaled-questions about body systems and organs, which were designed based on Likert style. A pilot study was performed. Of 26217 GPs all over the country, 5000 physicians were selected by stage randomized sampling method. Of this number, 1714 GPs answered and returned the questionnaire. Result. Demographic data, the relative number of male and female GPs, and relative and absolute distribution of GPs were described and analyzed using Chi square test. The difference of GPs’ opinions about the most common symptoms were analyzed according to the physicians’ gender, duration of practice and their province of practice; there were significant differences found in some systems. Conclusion. It seems that continuing medical education programs should be planned based on a modern evidencebased approach and according to the society’s and practicing physicians’ needs in order to achieve a communityoriented medical education system. Keywords: DISEASE-ORIENTED MEDICAL EDUCATION, CLINICAL PROCESS, CONTINUING MEDICAL EDUCATION, GENERAL PRACTITIONERS, PERCEIVED NEEDS ASSESSMENT, EVIDENCE-BASED MEDICAL EDUCATION, COMMUNITY-ORIENTED MEDICAL EDUCATION

  17. Determination Effective Elements of Continuing Interprofessional Education Models

    OpenAIRE

    Leila Safabakhsh; Alireza Irajpour; Nikoo Yamani

    2017-01-01

    Background: Traditional continuing education (CE) approaches have limited impact on patient management and outcomes. Continuing interprofessional education is an innovated educational approach that can improve patient care and outcomes related to health care. There is a need to provide guidance to continuing education professionals in the development, implementation, and evaluation of continuing interprofessional education activities. Objectives: This study attempted to identity effective ele...

  18. Continuing Education for Women. Administrator's Handbook.

    Science.gov (United States)

    George Washington Univ., Washington, DC. Coll. of General Studies.

    Designed for college and university administrators, guidance personnel, community organizations, women's centers, and women's studies programs, this administrator's handbook presents guidelines for establishing and structuring services to aid women in achieving personal, educational, and career goals. Specific sections of the handbook focus on…

  19. Meeting the continuing education needs of nurses in rural settings.

    Science.gov (United States)

    Anderson, J; Kimber, K

    1991-01-01

    Access to continuing education (CE) for rural nurses is hampered by distance, cost factors, and the lack of sufficient personnel to provide coverage when nurses are away from work. Additionally, because rural nurses function as generalists rather than specialists, CE programs should focus on the generalist perspective. The Nevada Area Health Education Center (AHEC) has developed a partnership model for providing CE that addresses these considerations, bringing educational programs to the rural site eliminates travel, cost, and coverage problems for the hospitals. In turn, a close working relationship between AHEC and rural personnel to assess needs and coordinate the planning is critical. Attention to logistical detail is critical. The partnership model described is the foundation of a year-round CE program for nurses working in rural and frontier areas.

  20. VIRTUAL ENVIRONMENT FOR CONTINUING MEDICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Sorana D. BOLBOACA

    2007-01-01

    Full Text Available The rapid development of communication and information technologies lead to the changes in continuing medical education by offering the possibility to move up-to-date medical information through Internet to the physicians. The main goal of this study was to create a virtual space for continuing medical education. In this context, a number of computer-assisted tools for instruction, evaluation and utilization in daily activity have been developed and integrated into a unitary system. The main imposed specifications of the system were accessibility, integrity, availability, and security.This report describes the characteristics of tables design and organization, and of system integration. The security level was imposed for assuring the accessibility of each physician to medical information useful in his or her activity and the knowledge database development.

  1. Continuing medical education in Turkey: Recent developments

    Directory of Open Access Journals (Sweden)

    Yaman Hakan

    2002-06-01

    Full Text Available Abstract Background The Turkish Association of Medicine founded a Continuing Medical Education Accreditation Committee in 1993 to evaluate and accredit scientific meetings and publications. The aims of this project were to raise the standards of meetings and to introduce compulsory revalidation and re-certification for physicians in Turkey. Discussion Since the year 1994, 2348 applications to the Continuing Medical Education board have been made (mostly for scientific meetings, and 95% of these applications have been accepted. Physicians received 139.014 credits during this time. This number is increasing every year. Meeting organisers' demand for such a kind of evaluation is increasing, because participants increasingly request it. Summary Efforts for revalidation and re-certification of physicians have not been completely successful yet. In the near future the Co-ordination Council of Medical Speciality Societies is going to oblige member associations to establish speciality boards. This will be the first step to the conventional use of Continuing Medical Education credits in occupational evaluation. Time-limited re-certification of physicians is the principal goal of Turkish Medical Association. Efforts to implement this change in legislation are being made.

  2. Educational Programs for Intelligence Professionals.

    Science.gov (United States)

    Miller, Jerry P.

    1994-01-01

    Discusses the need for education programs for competitive intelligence professionals. Highlights include definitions of intelligence functions, focusing on business intelligence; information utilization by decision makers; information sources; competencies for intelligence professionals; and the development of formal education programs. (38…

  3. 34 CFR 300.112 - Individualized education programs (IEP).

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Individualized education programs (IEP). 300.112 Section 300.112 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF... education programs (IEP). The State must ensure that an IEP, or an IFSP that meets the requirements of...

  4. Continuing education in physical education at school: principals and challenges for a critical education project

    Directory of Open Access Journals (Sweden)

    Marina Ferreira de Souza Antunes

    2017-06-01

    Full Text Available The theme of teacher's formation has gained a spotlight in academic research, especially in the context of the researches conducted in the perspective of the "researcher professor", and in the consolidation of the partnerships between universities and educational systems by promoting programs of continuing education. The Laboratory of Studies about School, Curriculum and Physical Education of the Faculty of Physical Education at the Federal University of Uberlândia (LECEF/FAEFI/UFU is constituted as a unifying space for teachers and students whose aim is the further study on issues related to school, teaching and curriculum planning for physical education as a curriculum component as well as providing space for continuing education to promote qualitative changes in teaching practice. This article presents a model of educational planning held on the curricular component of physical education, developed in a collective planning context, under an extension project offered by LECEF. We underline the principles and assumptions leading the planning process adopted. We emphasize that the collective work gives us dialogue, exchange of experience, inclination to listen, overcoming the difficulties of individualism and isolation presents in the organization and realization of pedagogical work routine.

  5. Readability of Individualized Education Programs

    Science.gov (United States)

    Lo, Lusa

    2014-01-01

    An individualized education program is a legal document that details information regarding the special education program of a student with a disability. For parents to determine whether they agree with the individualized education program that is proposed by the school, they must first be able to read and comprehend the document. This study aimed…

  6. Marketing Education. Vocational Education Program Courses Standards.

    Science.gov (United States)

    Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Community Education.

    This document contains vocational education program courses standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs in marketing offered at the secondary or postsecondary level as a part of Florida's comprehensive vocational education program. Each standard…

  7. Impact of group education on continuous positive airway pressure adherence.

    Science.gov (United States)

    Lettieri, Christopher J; Walter, Robert J

    2013-06-15

    To compare the impact of a group educational program versus individual education on continuous positive airway pressure (CPAP) adherence. Post hoc assessment of a performance improvement initiative designed to improve clinic efficiency, access to care, and time to initiate therapy. Consecutive patients newly diagnosed with obstructive sleep apnea (OSA) initiating CPAP therapy participated in either an individual or group educational program. The content and information was similar in both strategies. Of 2,116 included patients, 1,032 received education regarding OSA and CPAP through a group clinic, and 1,084 received individual education. Among the cohort, 76.6% were men, mean age 48.3 ± 9.2 years, mean body mass index 29.6 ± 4.6 kg/m(2), and mean apnea-hypopnea index was 33.3 ± 24.4 events/hour. Baseline characteristics were similar between groups. CPAP adherence was significantly greater in those participating in a group program than those receiving individual education. Specifically, CPAP was used for more nights (67.2% vs. 62.1%, p = 0.02) and more hours per night during nights used (4.3 ± 2.1 vs. 3.7 ± 2.8, p = 0.03). Further, fewer individuals discontinued therapy (10.6% vs. 14.5%, p CPAP (45.2%. vs. 40.6%, p = 0.08), and time to initiate therapy was shorter (13.2 ± 3.1 versus 24.6 ± 7.4 days, p education resulted in a 3- to 4-fold increase in the number of patients seen per unit time. A group educational program facilitated improved CPAP adherence. If confirmed by prospective randomized studies, group CPAP education may be an appropriate alternative to individual counseling, may improve acceptance of and adherence to therapy, and decrease time to treatment.

  8. INDIVIDUAL EDUCATION PROGRAMS

    Directory of Open Access Journals (Sweden)

    Snezhana NIKOLIKJ

    2006-06-01

    Full Text Available Inclusion, as a process of enrolling of children with disability in regular schools, demands obligation for adequate preparing regular schools, teachers, pupils and their parents for accepting those children. It, also, means that special services must be prepared to help teachers and children with disability too, in an adequate way. The first and most important step is developing of Individualized education programs (IEP.The purpose of IEP is to provide a disabled child with specialized or individualized assistance in school. In order an IEP to be developed for a child, it is necessary to evaluate a child, and than to determine goals of individual achievements for every pupil with disability.The aim of this paper is to show one of many ways for construction IEP. The paper will give some examples of IEP recommendation (general and special, goals and steps to determine programs and types of services.

  9. Municipal boards and educational management: the continuing education distance and its movements

    Directory of Open Access Journals (Sweden)

    Dalla Corte, Marilene Gabriel

    2014-04-01

    Full Text Available Through scientific research in development, this article is based on distance extension actions of continuing education of a specific public program, the National Program of Training Municipal Counselors of Education (Pro-Council. This program targets a policy of democratization of education management and qualification on work of municipal counselors of education as well as education technicians in relation to educational practices, legislation, financing mechanisms, transfer and control of the use of funds of education in order to enable a good performance of the Municipal Boards of Education (MCE in their socio-educational institutions. In this context, the objective is recognizing and analyzing the continuing education impacts developed under Pro-Council/Federal University of Santa Maria about aspects as competence and commitment of ex-attendants at the Municipal Councils of Education as a democratic collective bodies. The study is developed under a quantitative and qualitative approach, using the production of semi-open questionnaires data applied to counselors and technicians. From this, we stress the growing interest of the Boards of Education and the Departments of Education to capacitate their counselors and technicians; the establishment and implementation of new Municipal Boards of Education in Rio Grande do Sul State/Brazil; the relationship between the professional exercise and political and theoretical reflection; and so on. Whereas the Municipal Boards of Education are required to consolidate the democratic management, it is very important the training of individuals involved and especially establishing dialogic processes with social demands of each municipality, mainly, the educational ones, in the sense of [re] building the public policies for basic education in a responsible and participatory way.

  10. NASA industry education initiative. Education programs report, 1991

    Science.gov (United States)

    1991-01-01

    Findings from the initial inventory of education programs show that support for the NASA-Industry Education Initiative (NIEI) appears to be strong among the organizations surveyed. In addition, the range, depth and historical baselines of NIEI education programs are encouraging. It is also apparent that there is a significant level of cooperation between NIEI members and other organizations. Heavily focused towards science, engineering, mathematics and technology achievement, NIEI activities appear to be aligned with national education goals. Three criticisms are revealed: (1) the majority of programs are targeted fairly late in the education cycle; (2) the number of initiatives geared towards adult literacy and adult skills-enhancement appears to be relatively low; (3) the majority of NIEI activities involve traditional education-assistance programs, but the number of critical assessment and systematic reform initiatives is low. Four Working Group recommendations resulted from this activity: (1) NIEI Working Group operations should continue for an indefinite period, with participation open to other like-minded private-sector organization; (2) the report should be periodically updated; (3) an analysis of ongoing education programs should be conducted; (4) American corporations should continue to support education and evaluate in-house programs periodically.

  11. Distance learning in veterinary medicine: enhancing interactivity in continuing education.

    Science.gov (United States)

    Ferguser, D C; Pion, P D

    1996-05-01

    Technological advances have made distance veterinary continuing education a reality. Distance interactive continuing education programs using computer and modern are currently being offered via Veterinary Information Network (VIN) on the America Online (AOL) computer network and the Network of Animal Health (NOAH) on CompuServe. Using over 500 hours of course experience on VIN as an example, this article describes the technology involved in delivering online instruction including electronic mail, asynchronous bulletin board interactions, electronic library files, and realtime interactive discussions. These formats take advantage of the standard features of the network AOL are mixed with links to Worldwide Web sites, print and electronic publications, and even coordinated with "offline" meetings. The paradigm of learning is somewhat different than traditional "offline" or "onsite" meetings in that learning takes place over a period of 2 to 20 weeks, allowing the participating veterinarian to interact with instructors while applying the information in practice. Continual learning is encouraged as participants are allowed to participate in a course offered in sequential years. The successful online instructors tend to take advantage of electronic communications to encourage instructor-participant and participant-participant interactivity. The majority of course participants seek an additional challenge or greater interactivity in their continuing education experience; however, some veterinarians seek distance continuing education for practical reasons, including the ability to pursue additional education without leaving a solo practice, temporary or permanent physical disabilities, family considerations, or military service. Distance learning is a viable educational format, the role for which will evolve as technology and the base of experience with it expands.

  12. 32 CFR 196.400 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 32 National Defense 2 2010-07-01 2010-07-01 false Education programs or activities. 196.400... (CONTINUED) MISCELLANEOUS NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities...

  13. 38 CFR 23.400 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Education programs or... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 23...

  14. Redesigning an educational assessment program.

    Science.gov (United States)

    Al Kadri, Hanan M F

    2009-05-01

    Changing educational assessment program represent a challenge to any organization. This change usually aims to achieve reliable and valid tests and assessment program that make a shift from individual assessment method to an integral program intertwined with the educational curriculum. This paper examines critically the recent developments in the assessment theory and practice, and establishes practical advices for redesigning educational assessment programs. Faculty development, availability of resources, administrative support, and competency based education are prerequisites to an effective successful change. Various elements should be considered when re-designing assessment program such as curriculum objectives, educational activities, standard settings, and program evaluation. Assessment programs should be part of the educational activities rather than being a separate objective on its own, linked to students' high quality learning.

  15. Postgraduate education prospects of the development of continuing professional education in rheumatology

    Directory of Open Access Journals (Sweden)

    Elena Andreyevna Galushko

    2014-01-01

    Full Text Available A comprehensive program for continuing professional education of rheumatologists «Education throughout Life» was elaborated in 2013 under the auspices of the All-Russian public organization «Russian Association of Rheumatologists» (RAR and V.A. Nasonova Research Institute of Rheumatology, Russian Academy of Medical Sciences. The program includes implementation of additional forms of educational activity and elaboration of new learning models based on modern telecommunication information technologies. Personified analysis of the acquired knowledge and skills and continuity of the learning process (including the distance education methods are the mandatory conditions to fulfil the program. Each physician has to earn at least 50 credits annually (a total of 250 credits throughout the 5-year course. The proportion between the remote and resident classes is set depending on the curriculum of the basic cycles for postgraduate education in rheumatology. Under this program, the RAR participates more actively in elaboration and certification of the programs for professional education in rheumatology, as well as other types of educational activity.

  16. Nevada Underserved Science Education Program

    Energy Technology Data Exchange (ETDEWEB)

    Nicole Rourke; Jason Marcks

    2004-07-06

    Nevada Underserved Science Education Program (NUSEP) is a project to examine the effect of implementing new and innovative Earth and space science education curriculum in Nevada schools. The project provided professional development opportunities and educational materials for teachers participating in the program.

  17. Improving continuing medical education by enhancing interactivity: lessons from Iran.

    Science.gov (United States)

    Faghihi, Seyed Aliakbar; Khankeh, Hamid Reza; Hosseini, Seyed Jalil; Soltani Arabshahi, Seyed Kamran; Faghih, Zahra; Parikh, Sagar V; Shirazi, Mandana

    2016-04-01

    Continuing Medical Education (CME) has been considered as a lifelong commitment for doctors to provide the optimal care for patients. Despite a long history of creating CME programs, outcomes are far from ideal. The present qualitative study aims to clarify the barriers affecting effectiveness of the CME programs in Iran based on the experiences of general practitioners. Sixteen general practitioners were recruited to participate in in-depth interviews and field observations concerning experiences with CME. The study was performed using a qualitative content analysis method. The codes, categories and themes were explored through an inductive process in which the researchers moved from specific to general. The participants' experiences identified a number of barriers, particularly insufficient interaction with the instructors; additional problems included the teachers' use of an undifferentiated approach; unreal and abstract CME; and ignorance of the diverse reasons to participate in CME. Based on the study results, there are multiple barriers to effective implementation of CME in Iran. The key barriers include insufficient interaction between the trainees and providers, which must be considered by other stakeholders and program designers. Such interactions would facilitate improved program design, invite more specific tailoring of the education to the participants, allow for more effective educational methods and set the stage for outcome evaluation from the learners actually applying their new knowledge in practice. Replication of these findings with another sample would improve confidence in these recommendations, but these findings are broadly consistent with findings in the educational literature on improving the efficacy of CME.

  18. Marketing Education. Vocational Education Program Courses Standards.

    Science.gov (United States)

    Florida State Dept. of Education, Tallahassee. Div. of Applied Tech., Adult, and Community Education.

    This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the marketing education component of Florida's comprehensive vocational education…

  19. Educators Exchange: A Program Evaluation.

    Science.gov (United States)

    Armstrong, William B.

    The Educators Exchange Program (EEP) was established under a training and educational exchange agreement reached by California's San Diego Community College District (SDCCD) and the republic of Mexico. In the program, the District provided a 4-week technological training program to faculty at Centros de Capacitacion Tecnologica Industrial…

  20. Analysis of TPU education programs content corresponding to systems engineering principles

    OpenAIRE

    Воронова, Гульнара Альфридовна; Ефременков, Егор Алексеевич

    2014-01-01

    Analysis of 25 Master education programs has been done. Three groups of technical Master education programs has been evaluated differ in content. As a result of analysis the integration of systems engineering principles in education master programs will be continued.

  1. Educating medical students: lessons from research in continuing education.

    Science.gov (United States)

    Mann, K V

    1994-01-01

    Creating a true continuum of medical education from admission to medical school throughout a lifetime of professional learning is easier said than done. To do so, the various components on the continuum must be explored to determine where appropriate links might be made. The author considers selected concepts and evidence from the theory and practice underlying continuing medical education (CME) and continuing professional education (CPE) insofar as CME and CPE can inform undergraduate medical curricula, including its current innovations. Five conceptual and empirical approaches from CME and CPE are discussed in detail: social learning theory, how physicians learn and change, competence in business and the professions, how professionals learn in practice, and lifelong self-directed learning. Then the author describes the implications of these approaches for the ongoing development of undergraduate medical education. (1) The entire learning environment, and not merely discrete aspects such as curriculum content, must be examined and fully utilized to benefit learning. (2) The importance of the contexts in which learning occurs must be emphasized in several ways. (3) Learning should be centered around clinical problems. (4) The many benefits of small-group learning and other ways of learning from colleagues should be emphasized. (5) The undergraduate curriculum should emphasize the development of students' feelings of self-efficacy to ensure that students become physicians who are confident about their abilities. (6) CME research and CPE research reinforce the efforts in undergraduate medical education to emphasize the early development of students' process skills as well as content mastery.

  2. Continuation and Enhancement of the MPOWIR Program

    Energy Technology Data Exchange (ETDEWEB)

    Lozier, Susan [Duke Univ., Durham, NC (United States)

    2014-10-21

    MPOWIR is a community-based program that provides mentoring to physical oceanographers from late graduate school through early careers. The overall goal of MPOWIR is to make mentoring opportunities for junior physical oceanographers universally available and of higher quality by expanding the reach of mentoring opportunities beyond individual home institutions. The aim is to reduce the barriers to career development for all junior scientists in the field, with a particular focus on improving the retention of junior women. Over the past five years MPOWIR has expanded significantly. This funding cycle saw the development and enhancement of MPOWIR’s programs and outreach opportunities. MPOWIR’s main programmatic offerings are: mentor groups, a biannual conference, a website and blog, and town hall meetings at national events. Since 2009, MPOWIR has hosted 15 mentor groups, three Pattullo conferences, and created a website that has attracted over 50,000 visitors. MPOWIR’s mentoring groups and Pattullo conferences have reached more than 130 unique participants. Mentor Groups Mentor groups were established in the fall of 2008, and continue to gain momentum after 5 years. Since 2009, 11 groups have formed, with participants mainly, but not exclusively, drawn from Pattullo attendees. To gauge the impact of mentor groups, participants are surveyed approximately annually. Based on an extensive 2011 survey, 100% of mentoring group participants reported that they made progress on their stated scientific, professional, and personal goals. As part of these surveys, participants are asked what they value about their mentoring group, what the benefit of the mentoring group is to their current position, and they are asked questions about the logistics and setup of the groups. Based on the survey conducted in 2012, all participants rated participation in these groups a valuable experience, with particular value placed on feedback on professional development (100% Excellent to

  3. Organization development strategies for continuing medical education.

    Science.gov (United States)

    Knox, A B; Underbaake, G; McBride, P E; Mejicano, G C

    2001-01-01

    The purpose of this study was to identify organizational strategies for improving staff performance in primary care practices. The study rationale was based on theory, research, and practice regarding educational interventions that help people help themselves. Analysis of qualitative and quantitative data produced both plausible explanations of organizational change and implications for future efforts. The Health Education and Research Trial (HEART) Project was an experimental study designed to improve prevention services for cardiovascular disease. Primary care clinics were randomized into four experimental treatments. Two representative practices from each treatment arm were chosen for an in-depth cross-case analysis. Extensive data from each selected practice included patient medical record reviews and questionnaires, interviews and questionnaires from physicians and clinic staff, project records, and follow-up interviews. After detailed case descriptions were created for each practice, a cross-case analysis was performed. Each practice improved cardiovascular prevention services somewhat. However, there was a great range of impact, likely reflecting both experimental intervention and local contingencies. Eight positive influences were identified: effective leadership, priority setting, joint planning, cooperation and teamwork, acquisition of resources, increased support and ownership, accomplishment of improvements, and personal changes. Major influences that hindered improvement included patient load, turmoil related to reorganization, lack of wide-spread routines, hospital-affiliated practice, poor communication, and fragmentation within a clinic. Continuing medical education providers can enhance preventive services to improve patient health status by promoting organizational change. Suggested strategies supported by this study include selecting able leaders, focusing on accomplishments, obtaining agreement on prevention priorities, addressing local

  4. Identifying Innovative Agricultural Education Programs

    Science.gov (United States)

    Rayfield, John; Murphy, Tim; Briers, Gary; Lewis, Lauren

    2012-01-01

    Researchers identified innovative agricultural education programs across the United States. A Delphi study was conducted with the teachers in innovative programs. According to the teachers, innovative programs in 2020 will use hands-on activities and will be run by highly motivated teachers. The purpose of innovative programs in the future will be…

  5. The Need and Curricula for Health Professions Education Graduate Programs

    Science.gov (United States)

    Cervero, Ronald M.; Daley, Barbara J.

    2018-01-01

    This chapter provides an overview of the emerging social and organizational contexts for health professions education and the rationale for foundational adult and continuing education concepts to be included in the curricula of HPE graduate programs.

  6. An online survey of chiropractors' opinions of continuing education

    Directory of Open Access Journals (Sweden)

    Smith Dean L

    2005-10-01

    Full Text Available Abstract Background Continuing Education (CE for chiropractors is mandatory for licensure in most North American jurisdictions. Numerous chiropractic colleges have begun collaborating with universities to offer master's degree programs. Distance education master's degree programs may be desirable to allow full-time practicing doctors to further their post-graduate education. The present survey sought to answer three questions. First, what is the level of satisfaction of chiropractors with their continuing education? Second, what is the level of interest of chiropractors in online master's degree programs? Lastly, what is the response rate of chiropractors to an online survey? Methods An online survey consisting of 22 multiple choice questions was e-mailed to 1000 chiropractors randomly selected from the mailing list of an online chiropractic newsletter. Upon completion of the questionnaire, participants' answers were saved on a secure site. Data analysis included evaluation of the demographic characteristics of the respondents, their opinions of and patterns of taking CE including online education, preferred learning formats, and their interest in proposed online master's degree programs. A survey response rate was determined. Results Nearly 86% of respondents felt their previously completed CE courses were either somewhat or extremely satisfactory. Over ninety percent of respondents who had completed online or distance CE coursesfound them to be somewhat or extremelysatisfactory. Almost half the respondents indicated that they most preferred online distance learning, while 34.08% most preferred face-to-face interaction. Fifty-three percent of respondents indicated an interest in starting a master's degree program; however 70.46% of respondents were interested in an online master's degree program that would offer CE credit. A response rate of 35.8% was obtained. Conclusion Satisfaction among chiropractors with CE programs is high. The notion of

  7. 34 CFR 300.23 - Individualized education program team.

    Science.gov (United States)

    2010-07-01

    ... EDUCATION OF CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.23 Individualized... 34 Education 2 2010-07-01 2010-07-01 false Individualized education program team. 300.23 Section 300.23 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF...

  8. The Role of Motivation in Continuing Education for Pharmacists

    NARCIS (Netherlands)

    Tjin a Tsoi, Sharon

    2017-01-01

    Healthcare professionals, including pharmacists, need to continuously update their knowledge and are, therefore, expected to participate in Continuing Education (CE) and Continuous Professional Development (CPD) activities on a regular basis. Lack of intrinsic (or autonomous) motivation appears to

  9. Continuing medical education costs and benefits: lessons for competing in a changing health care economy.

    Science.gov (United States)

    Mazmanian, Paul E

    2009-01-01

    Current approaches to evaluation in continuing medical education (CME) feature results defined as changes in participation, satisfaction, knowledge, behavior, and patient outcomes. Few studies link costs and effectiveness of CME to improved quality of care. As continuing education programs compete for scarce resources, cost-inclusive evaluation offers strategies to measure change and to determine value for resources spent.

  10. 49 CFR 240.123 - Criteria for initial and continuing education.

    Science.gov (United States)

    2010-10-01

    ... 49 Transportation 4 2010-10-01 2010-10-01 false Criteria for initial and continuing education. 240... ENGINEERS Component Elements of the Certification Process § 240.123 Criteria for initial and continuing education. (a) Each railroad's program shall include criteria and procedures for implementing this section...

  11. Inference for Continuous-Time Probabilistic Programming

    Science.gov (United States)

    2017-12-01

    structure in point process data. In ICML, 2014. [8] David Marsan and Olivier Lengliné. Extending earthquakes ’ reach through cascading. Science, 319:1076...speedup—the van Embde Boas tree layout works efficiently on any cache architecture . This layout has been known for a long time in the data structures ...6 9 64 74 84 95 110 127 140 A Tutorial on Structured Continuous-Time Markov Processes B

  12. Oakland Papers: Symposium on Social Change and Educational Continuity. Notes and Essays on Education for Adults, 51.

    Science.gov (United States)

    Drucker, Peter F.; And Others

    The symposium was a result of an experimental alumni education program at Oakland University which was sponsored by the Kellogg Foundation and brought about by Oakland's intent to establish a new university relationship with its graduates based on continuing education. In "The University in an Educated Society" Peter Drucker speaks of learning…

  13. Professional Development of Continuing Higher Education Unit Leaders: A Need for a Competency-Based Approach

    Science.gov (United States)

    Bacheler, Margaret

    2015-01-01

    The purpose of this study was to examine the effect of professional development experiences on the career competencies of continuing higher education unit leaders (CHEULs). In the American system of higher education, a CHEUL manages an administrative unit that offers educational programs to adult learners (Cranton, 1996). To face the challenges…

  14. Clausewitz’s Continued Relevance and Foundation for Educating Critical Thinking Skills

    Science.gov (United States)

    2012-03-22

    Clausewitz’s Continued Relevance and Foundation for Educating Critical Thinking Skills by Lieutenant Colonel Brett W...Foundation for Educating Critical Thinking Skills 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER LTC...FOUNDATION FOR EDUCATING CRITICAL THINKING SKILLS by Lieutenant Colonel Brett W. Andersen United States Army National Guard

  15. Formacion, Perfeccionamiento y Actualizacion Docente (Training and Advanced and Continuing Education for Teachers).

    Science.gov (United States)

    Boletin del Centro Nacional de Documentacion e Informacion Educativa, 1970

    1970-01-01

    This document describes the teacher education reform implemented in Argentina beginning in 1968. Details of the changes are provided for: types of schools and degrees, new programs, admission criteria, career training opportunities, special fields, advanced and continuing education, and opportunities for educational research and experiments. (VM)

  16. Implementation of pesticide applicator certification schools and continuing education workshops : final report.

    Science.gov (United States)

    2014-12-11

    The Oklahoma Department of Transportations (ODOT) herbicide applicator training program consists of initial pesticide applicator training schools followed by independent Certification testing and then on-going yearly continuing education workshops...

  17. [Internet-based continuing medical education: as effective as live continuing medical education].

    Science.gov (United States)

    Maisonneuve, Hervé; Chabot, Olivier

    2009-10-01

    E-learning consists in using new multimedia and Internet technologies to improve the quality of learning activities by facilitating access to resources and services, as well as exchanges and remote collaboration. The Internet is used for adult education in most professional domains, but its use for continuing medical education is less developed. Advantages are observed for teachers (e.g., permanent updating, interactive links, illustrations, archiving, and collective intelligence) and for the learners (e.g., accessibility, autonomy, flexibility, and adaptable pace). Research and meta-analyses have shown that e-CME is as effective as live events for immediate and retained learning. English-language educational medical websites that grant CME credits are numerous; few such French-language sites can currently grant credits. Accreditation of websites for CME, in its infancy in Europe, is common in North America.

  18. The Participants' viewpoint of continuing medical education courses of Shahre-Kord Medical University

    Directory of Open Access Journals (Sweden)

    Khadlvi R

    2003-04-01

    Full Text Available Background: Continuing education is one of the most effective methods to empower the employees for challenges they face on their jobs. Dramatic advances in medicine, rapid cultural and social changes, increasing cost of health care, development of diagnostic technology and a transition in the pattern of diseases, highlight the necessity of continuing education in all medical groups. Purpose: To evaluate the effectiveness of continuing medical education (CME programs in Shahr-Kord Medical Universityfrom 1996-2001. Methods: This cross-sectional study is based on the questionnaires available in Continuing Education Office, which werefilled by the participants in CMEprograms. Results: In the past five years, 44 CMEprograms were conducted in this university (18planned program programs, 13 seminars, 6 conferences, 5 workshops, and 2 symposiums. Symposiums and workshops were the most appreciated programs. Of 3357participants, 1712 (50.9%filled the questionnaire. Of these participants, 73% believed that CME programs have strengthened their previous knowledge, 64% noted that the contents of theseprograms were consistent with their job needs and 61% believed that CME programs have encouraged professional self-study. Despite the improvement of Shahr-Kord Medical University ranking among 8 peer universities, the participants' satisfaction had a declining trend. Conclusion: Providing up-to-date scientific and practical information and considering adult learning theory, especially performing need assessment before conducting educational programs, will improve the quality of CME programs. Keywords: CONTINUING MEDICAL EDUCATION, EVALUATION

  19. Improving continuing medical education by enhancing interactivity: lessons from Iran

    Directory of Open Access Journals (Sweden)

    SEYED ALIAKBAR FAGHIHI

    2016-04-01

    Full Text Available Introduction: Continuing Medical Education (CME has been considered as a lifelong commitment for doctors to provide the optimal care for patients. Despite a long history of creating CME programs, outcomes are far from ideal. The present qualitative study aims to clarify the barriers affecting effectiveness of the CME programs in Iran based on the experiences of general practitioners. Methods: Sixteen general practitioners were recruited to participate in in-depth interviews and field observations concerning experiences with CME. The study was performed using a qualitative content analysis method. The codes, categories and themes were explored through an inductive process in which the researchers moved from specific to general. Results: The participants’ experiences identified a number of barriers, particularly insufficient interaction with the instructors; additional problems included the teachers’ use of an undifferentiated approach; unreal and abstract CME; and ignorance of the diverse reasons to participate in CME. Conclusion: Based on the study results, there are multiple barriers to effective implementation of CME in Iran. The key barriers include insufficient interaction between the trainees and providers, which must be considered by other stakeholders and program designers. Such interactions would facilitate improved program design, invite more specific tailoring of the education to the participants, allow for more effective educational methods and set the stage for outcome evaluation from the learners actually applying their new knowledge in practice. Replication of these findings with another sample would improve confidence in these recommendations, but these findings are broadly consistent with findings in the educational literature on improving the efficacy of CME.

  20. 34 CFR 491.1 - What is the Adult Education for the Homeless Program?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is the Adult Education for the Homeless Program? 491.1 Section 491.1 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION FOR THE HOMELESS PROGRAM General § 491.1 What is the Adult Education...

  1. Historical continuities in the education policy discourses of the ...

    African Journals Online (AJOL)

    ... to its political struggle, which resulted in discursive continuities in its educational orientations. Despite some contestation, these continuities were characterised by their remarkably consistent support for a traditional liberal education across the existence of the organisation. Keywords: academic education; African National ...

  2. [Continuing education in ethics: from clinical ethics to institutional ethics].

    Science.gov (United States)

    Brazeau-Lamontagne, Lucie

    2012-01-01

    The mandate of the Ethics Committee of the Conseil de médecins, dentistes et pharmaciens (CMDP) at the Centre hospitalier universitaire de Sherbrooke (CHUS), Sherbrooke, Quebec is three-fold: to guide the clinical decision; to address the institutional ethical function; to create the program for continuing education in ethics (Formation éthique continue or FEC). Might FEC be the means of bridging from individual ethics to institutional ethics at a hospital? To take the FEC perspectives considered appropriate for doctors and consider them for validation or disproving in the context of those of other professionals. Situate the proposed FEC mandate in a reference framework to evaluate (or triangulate) the clinical decision and the institutional ethic. CONVICTION: Sustainable professional development for doctors (DPD) includes ethics; it cannot be ignored. Without constant attention to upgrading one's abilities in professional ethics, these suffer the same fate as other professional aptitudes and competences (for example, techniques and scientific knowledge): decay.

  3. Continuing medical and dental education on the global stage: the nexus of supporting international Christian healthcare workers and developing educators

    Directory of Open Access Journals (Sweden)

    Lyubov D Slashcheva

    2016-01-01

    Full Text Available One of the challenges facing international healthcare missionaries is that of maintaining up-to-date knowledge and staying current with professional certification. Since 1978, annual programs by the Christian Medical and Dental Associations have offered professional continuing education to thousands of US healthcare professionals serving as missionaries in the regions of Africa, Asia, and, in more recent years, globally. In addition, conference programming is designed to prepare, train, and support healthcare missionaries to, in turn, serve as educators in their places of ministry. The program is designed for both professional education and personal encouragement. Utilizing historical documents from program facilitation and interviews from those involved with its implementation, this paper describes the history, vision, and favorable quantitative growth and qualitative impact on participants. The program continues to grow as healthcare missionaries are educated near their places of service, while reinforcing their own roles as educators.

  4. Continuing medical education: a challenge to the Italian Scientific Societies of Laboratory Medicine.

    Science.gov (United States)

    Plebani, Mario

    2002-05-21

    In the modern health service, it is no longer acceptable for any clinician or other professional to abstain from continuing education after qualification. This is particularly true in the field of laboratory medicine because of the dramatic changes that have occurred in the organization, number and types of tests, and role of medical laboratories. In Italy, a program for continuing education in medicine (Educazione Continua in Medicina (ECM)) has recently been promoted by the National Government. Continuing education (CE) in laboratory medicine should include all educational activities that are pertinent to a person's professional skills, activities, interests, and growth. Continuing education can take many forms. In particular, a variety of programs are available that enable employees to improve their knowledge and skills while reducing their travel and absence from the laboratory. The present paper describes the recent redefinition of the mission, aims and structure of the Scientific Division of the Italian Society of Clinical Biochemistry and Clinical Molecular Biology (SIBioC) and the role it plays in making available to all associates a program for continuing education in the field of Laboratory Medicine. The activation of a national program for continuing education in medicine (ECM) in Italy provides a great opportunity for all professionals of the healthcare sector and for laboratorians, in particular. This educational project offers an unrivalled opportunity for the Italian Scientific Societies of Laboratory Medicine to weave quality improvement into their relationships with associates, thus reappraising their missions and goals.

  5. 34 CFR 655.3 - What regulations apply to the International Education Programs?

    Science.gov (United States)

    2010-07-01

    ... Programs? 655.3 Section 655.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION INTERNATIONAL EDUCATION PROGRAMS-GENERAL PROVISIONS General § 655.3 What regulations apply to the International Education Programs? The...

  6. 14 CFR 91.1411 - Continuous airworthiness maintenance program use by fractional ownership program manager.

    Science.gov (United States)

    2010-01-01

    ... program use by fractional ownership program manager. 91.1411 Section 91.1411 Aeronautics and Space FEDERAL... airworthiness maintenance program use by fractional ownership program manager. Fractional ownership program... through 91.1443. Any program manager who elects to maintain the program aircraft using a continuous...

  7. Nursing Educational Programs

    Science.gov (United States)

    California Community Colleges, Chancellor's Office, 2014

    2014-01-01

    The California Community Colleges serve more than 2.1 million students each year and is the largest system of higher education in the nation. The state's 112 community colleges are charged with providing workforce training, basic skills education, and preparing students to transfer to four-year universities. Seventy-six California community…

  8. National Kidney Disease Education Program

    Science.gov (United States)

    ... Living Tips About WIN NIDDK Information Clearinghouses National Kidney Disease Education Program Improving the understanding, detection, and ... Group Learn more about Working Groups Learn about Kidney Disease Find information for people with or at ...

  9. Hidden Curriculum in Continuing Medical Education

    Science.gov (United States)

    Bennett, Nancy; Lockyer, Jocelyn; Mann, Karen; Batty, Helen; LaForet, Karen; Rethans, Jan-Joost; Silver, Ivan

    2004-01-01

    In developing curricula for undergraduate and graduate medical education, educators have become increasingly aware of an interweaving of the formal, informal, and hidden curricula and their influences on the outcomes of teaching and learning. But, to date, there is little in the literature about the hidden curriculum of medical practice, which…

  10. Effect of Health Care Professionals' Continuing Education ...

    African Journals Online (AJOL)

    Purpose: To evaluate the impact of educational intervention by health care providers on clinical outcomes in type 2 diabetes patients in a Yemeni health facility. Methods: A prospective, one-group and pre- and post-test design to assess the effects of health care providers' education on clinical patient outcomes was ...

  11. 34 CFR 682.100 - The Federal Family Education Loan programs.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false The Federal Family Education Loan programs. 682.100 Section 682.100 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FEDERAL FAMILY EDUCATION LOAN (FFEL) PROGRAM Purpose and Scope...

  12. Continuing professional development needs of teachers in schools for competence-based vocational education: A case study from The Netherlands

    NARCIS (Netherlands)

    Prof. Dr. Rob F. Poell; Dr. Audrey Seezink

    2010-01-01

    Purpose - The purpose of this article is to help schools for vocational education determine teachers' continuing professional development needs associated with implementing competence-based education programs, so that these schools can develop better attuned HR policies. It investigates which

  13. Environmental Education and Development Program

    Energy Technology Data Exchange (ETDEWEB)

    1994-03-01

    The Environmental Education and Development Program is a component on the effort to accomplish the Office of Environmental Restoration and Waste Management`s (EM) goal of environmental compliance and cleanup of the 1989 inventory of inactive DOE sites and facilities by the year 2019. Education and Development programs were designed specifically to stimulate the knowledge and workforce capability necessary to achieve EM goals while contributing to DOE`s overall goal of increasing scientific and technical literacy and competency. The primary implementation criterion for E&D activities involved a focus on programs and projects that had both immediate and long-range leveraging effects on infrastructure. This focus included programs that yielded short term results (one to five years), as well as long-term results, to ensure a steady supply of appropriately trained and educated human resources, including women and minorities, to meet EM`s demands.

  14. La educacion permanente del maestro (Continuing Teacher Education).

    Science.gov (United States)

    Blat, Gimeno J.

    1971-01-01

    This article discusses the importance of continuing education for teachers and various aspects of the problem which should be considered. The role and function of the teacher is discussed; continuing education must assist in developing the teacher's ability to fulfill that role. The ever-changing demands on the teacher mean that the teacher's…

  15. Continuing Education in Sweden--To What Purpose?

    Science.gov (United States)

    Andersson, Ewa Pilhammar

    2001-01-01

    Swedish nurses (n=497) indicated that continuing education enhanced their work satisfaction, extended their competence, and enhanced their self-confidence. Continuing education does not seem to have resulted in increased salaries, more power or authority, or greater influence over the work situation. (SK)

  16. Continuing education for performance improvement: a creative approach.

    Science.gov (United States)

    Collins, Patti-Ann; Hardesty, Ilana; White, Julie L; Zisblatt, Lara

    2012-10-01

    In an effort to improve patient safety and health care outcomes, continuing medical education has begun to focus on performance improvement initiatives for physician practices. Boston University School of Medicine's (BUSM) Continuing Nursing Education Accredited Provider Unit has begun a creative project to award nursing contact hours for nurses' participation in performance improvement activities. This column highlights its initial efforts. Copyright 2012, SLACK Incorporated.

  17. Continuing Veterinary Medical Education: Responsibilities, Support and Rewards

    Science.gov (United States)

    Gage, E. Dean; And Others

    1978-01-01

    The Advanced Studies Committee of the Association of American Veterinary Medical Colleges addresses these questions: What are the responsibilities of the school of veterinary science department in continuing education? How should continuing education be funded? What are the appropriate mechanisms for recognizing or rewarding faculty participation…

  18. Integration through adult and continuing education

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Geiger, Tinne

    2011-01-01

    In the Nordic countries a large proportion of immigrants and descendants are excluded from the labour market and the group is overrepresented among the unemployed. International experience shows that adult education and training can be useful tools in providing immigrant groups a foothold...... in the labour market. To facilitate that process we need to know what factors motivate immigrants to participate in adult education and training and what the results and effects of different approaches are. In 2009 the National Centre of Competence Development conducted a comparative study in the Nordic...... countries, analysing the use of adult education and training targeted at the integration of immigrants into the labour market (employability) . This article outlines the findings and relates them to international experience....

  19. Enlightening Globalization: An Opportunity for Continuing Education

    Science.gov (United States)

    Reimers, Fernando

    2009-01-01

    Globalization presents a new social context for educational institutions from elementary schools to universities. In response to this new context, schools and universities are slowly changing their ways. These changes range from altering the curriculum so that students understand the process of globalization itself, or developing competencies…

  20. Continuous Education for the Knowledge Society

    Science.gov (United States)

    Orlanova, A. I.

    2012-01-01

    Demographic trends in Russia make it necessary to prepare people to work beyond retirement age in an economy that is different from the one they were trained for, and younger people need to be prepared for employment in more information-driven occupations. Both trends require a strong program of life-long learning, but Russia has not yet put an…

  1. Continuing Education in the Professions. Current Information Sources, No. 24.

    Science.gov (United States)

    Syracuse Univ., NY. ERIC Clearinghouse on Adult Education.

    Beginning with bibliographies, surveys, and other general works, this 225-item annotated bibliography on professional continuing education covers the following areas: engineering and technical education; chemistry and clinical psychology; medicine and health (including psychiatry); inservice education and retraining for lawyers, law enforcement…

  2. University Continuing Education for Lifelong Learning in Korea

    Science.gov (United States)

    Lee, Haejoo

    2008-01-01

    Lifelong education achieves its goals when it improves people's quality of life and when it brings social cohesion and development. University continuing education (UCE) has contributed to the expansion of higher education opportunities in terms of its quantity. However, we have to look further than sheer volume of activity. Original ideals of…

  3. Implementation and Outcomes of a Responsibility-Based Continuing Professional Development Protocol in Physical Education

    Science.gov (United States)

    Hemphill, Michael A.; Templin, Thomas J.; Wright, Paul M.

    2015-01-01

    Research in education and physical education has emphasized the need for continuing professional development (CPD) programs that are aligned with best practices. More specifically, scholars interested in teaching personal and social responsibility (TPSR) have emphasized the need to examine teachers' CPD. The purpose of this study was to provide a…

  4. A study on the continuing education of radiologic technologists: Focused on current status and satisfaction of continuing education

    Energy Technology Data Exchange (ETDEWEB)

    Min, Hye Lim; Choi, In Seok; Nam, So Ra; Kim, Hyun Ji; Yoon, Yong Su; Her, Jae; Han, Seong Gyu; Kim, Jung Min [Dept. of bio-convergence engineering, graduate school, Korea university, Seoul (Korea, Republic of); Ahn, Duck Sun [Korea university college of medicine, Seoul (Korea, Republic of)

    2014-06-15

    In this study, we surveyed the current status, satisfaction and demand of radiologic technologist continuing education for 93 radiologic technologists who participated in the continuing education. To understand the current status and general evaluation and to find out the improvement direction, survey was conducted on 3 categories: participation, satisfaction and demand of continuing education. In addition, we analyzed the continuing education implementation status and the management system by collecting related regulations. As a result, the education completion rates of radiologic technologists from 2010 to 2012 were respectively 42.6%, 43.4% and 34.2%; the rates were similar to other medical technician’s average education completion rates. According to the survey, in case of participation, the most frequent answer was ‘more than five times less than 10 times per year’ with 48.4% and in satisfaction section, the most common answer was ‘Average(3)’ with 34.4%. In demand of continuing education section, 32.8% of the respondents chose ‘Clinical skill training in major field’. In the results of this research, continuing education needs to be managed in the direction of helping radiologists improve their personal ability and self development. Furthermore, to meet the demand of radiologists, the quality of continuing education should be improved to satisfy the educatee.

  5. Feasibility of a randomised trial of a continuing medical education program in shared decision-making on the use of antibiotics for acute respiratory infections in primary care: the DECISION+ pilot trial

    Directory of Open Access Journals (Sweden)

    Laurier Claudine

    2011-01-01

    Full Text Available Abstract Background The misuse and limited effectiveness of antibiotics for acute respiratory infections (ARIs are well documented, and current approaches targeting physicians or patients to improve appropriate use have had limited effect. Shared decision-making could be a promising strategy to improve appropriate antibiotic use for ARIs, but very little is known about its implementation processes and outcomes in clinical settings. In this matter, pilot studies have played a key role in health science research over the past years in providing information for the planning, justification, and/or refinement of larger studies. The objective of our study was to assess the feasibility and acceptability of the study design, procedures, and intervention of the DECISION+ program, a continuing medical education program in shared decision-making among family physicians and their patients on the optimal use of antibiotics for treating ARIs in primary care. Methods A pilot clustered randomised trial was conducted. Family medicine groups (FMGs were randomly assigned, to either the DECISION+ program, which included three 3-hour workshops over a four- to six-month period, or a control group that had a delayed exposure to the program. Results Among 21 FMGs contacted, 5 (24% agreed to participate in the pilot study. A total of 39 family physicians (18 in the two experimental and 21 in the three control FMGs and their 544 patients consulting for an ARI were recruited. The proportion of recruited family physicians who participated in all three workshops was 46% (50% for the experimental group and 43% for the control group, and the overall mean level of satisfaction regarding the workshops was 94%. Conclusions This trial, while aiming to demonstrate the feasibility and acceptability of conducting a larger study, has identified important opportunities for improving the design of a definitive trial. This pilot trial is informative for researchers and clinicians

  6. Meeting the continuing education needs of rural mental health providers.

    Science.gov (United States)

    Adler, Geri; Pritchett, Lonique R; Kauth, Michael R

    2013-11-01

    Historically, mental health clinicians at Department of Veterans Affairs (VA) community-based outpatient clinics (CBOCs) have not had the same access to continuing education (CE) as providers at VA medical centers. Mental health clinicians at CBOCs desire an opportunity for VA-sponsored CE, especially on topics and issues pertinent to rural mental healthcare. Since November 2011, VA CBOC mental health providers in 11 states have been offered a monthly live Web conferencing CE program. This article describes the program's development, implementation, and evaluation. Eleven CE programs have been offered to 397 unique participants. Participants have provided positive feedback about the topics and their impact on job performance. Most negative feedback has been related to technical and logistical problems with the Web conferencing platform. Although providers asked for reportable CE units for licensure, many did not complete the post-test, which is required to receive credit for completing the course. The Web conferencing format has been well received by participants. Despite technical issues, results show that the participants were satisfied with the content of the trainings and could apply the materials to their job. Although CE units were available, not all participants applied for credit. Efforts to improve technical support and the rate of post-test completion are discussed. Rural mental health providers often have limited access to training opportunities. The VA CBOC Mental Health Rounds, using an interactive Web conferencing platform, has been a successful modality for delivering CE to rural clinicians in the United States.

  7. Non Award-Bearing Continuing Education. An Evaluation of the HEFCE Programme 1995-1998. Report 99/19.

    Science.gov (United States)

    McNair, Stephen; Cara, Sue; McGivney, Veronica; Raybould, Fiona; Soulsby, Jim; Thomson, Alastair; Vaughan, Mike

    This is a report on the Non-Award-Bearing continuing Education (NABCE) program, funded by the Higher Education Funding Council for England (HEFCE) between 1995 and 1998. Over 3 years, 5 National Institute of Adult Continuing Education (NIACE) staff undertook a series of visits to 20 sample projects and read project documentation; in addition, 3…

  8. Special Education Voucher Programs, Reflective Judgment, and Future Legislative Recommendations

    Science.gov (United States)

    Bon, Susan C.; Decker, Janet R.; Strassfeld, Natasha

    2016-01-01

    As of 2015, 17 special education voucher programs (SVPs) existed in 13 states and proposals continue to emerge. Eligible parents utilize these vouchers to enroll their children in private schools and thereby relinquish special education services and protections provided under the Individuals with Disabilities Education Act (IDEA). Using a…

  9. Key Challenges to Collegiate Music Education Programs in North America

    Science.gov (United States)

    Jones, Patrick M.

    2012-01-01

    Higher education is the linchpin of music education in North America. It is primarily in collegiate institutions that music teachers are educated throughout the life cycles of their careers. This begins with preservice programs, typically at the baccalaureate level, and continues with in-service professional development and graduate degree…

  10. [Survey on the needs expressed by primary care doctors for continuing education in drug therapy].

    Science.gov (United States)

    Rodríguez, D; Llop, R; Barceló, M E; Cucurull, E; Vallés, J A; Diogène, E; García, N; Fernández, E; Sabaté, N; Simó, E; Casadevall, J

    2002-12-01

    To describe the aspects of continuing education in pharmacological therapeutics considered as most relevant by the primary health care physicians. Observational study.Setting. Physicians filled-up the questionnaires during 45 minutes at their primary health care centres. Primary health care physicians involved in the Fundation Institut Català de Farmacologia continuing education activities since 1997 were selected. A specific questionnaire was designed to collect the physicians' opinion on different topics regarding continuing education in pharmacological therapeutics. 180 physicians from 21 primary health care centres answered the questionnaire. 68% of the responding physicians considered that continuing education has to be useful to improve routine clinical practice. Regular seminars and methods stimulating active participation administered by primary health care professionels are preferred. Continuing education in pharmacological therapeutics should be focused to health problems rather than being drug-oriented. They referred being more interested in drug selection issues and in the role of new drug in comparison with the existing alternatives rather than in regulation and drug consumption issues. 66,3% of the responding physicians considered that continuing education in pharmacological therapeutics should be compulsory. Public health authorities and primary health care physicians should share the responsibility in setting-up continuing education in pharmacological therapeutics programs, according to the opinion of almost 70% of the physicians. Primary health care physicians are interested in continuing education in pharmacological therapeutics as far as it is practical and useful to solve problems of their routine clinical practice.

  11. Sustained programs in physics teacher education

    Science.gov (United States)

    Scherr, Rachel

    2014-03-01

    For over a decade, physics teacher education programs have been transformed at a number of institutions around the country through support from the Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society in partnership with the American Association of Physics Teachers. In 2012-2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher education programs. Most PhysTEC legacy sites studied have sustained their production of physics teachers. A few sites studied have thriving physics teacher education programs, that is, programs that have continued to substantially increase their production of teachers since the PhysTEC award. All of the studied sites that sustained their production of physics teachers have a champion of physics teacher education and corresponding institutional motivation and commitment. The necessity of the champion was known from the Report of the Task Force on Teacher Education in Physics (T-TEP report) and borne out by this study. The necessity of institutional motivation and commitment is a finding of this study. At some sites, PhysTEC support has precipitated an institutional focus on physics teacher education, leveraging other resources (including both awards and personnel) benefiting physics teacher education. The study also documented the sustainability of components of physics teacher education programs, such as recruitment, early teaching experiences, and a teacher in residence. Sustained components tend to be those that have direct benefit to undergraduates in the physics department, whereas less-sustained components seem to be those that primarily benefit secondary teachers. The number of sustained components does not appear to correspond to teacher production; that is, sites that have sustained

  12. 34 CFR 402.1 - What is the Native Hawaiian Vocational Education Program?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is the Native Hawaiian Vocational Education... (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION NATIVE HAWAIIAN VOCATIONAL EDUCATION PROGRAM General § 402.1 What is the Native Hawaiian Vocational Education Program? The Native...

  13. A model of continuing education for rural oncology nurses.

    Science.gov (United States)

    Bushy, A; Kost, S

    1990-01-01

    Societal changes from an industrial era to an informational era create an ever-increasing demand for adult continuing education. Malcom Knowles (1970) proposed a theory of adult learning; del Bueno later applied these principles to a model she described as competency-based nursing education. This article considers these two models and describes an innovative, cost-effective, continuing education model developed by a group of oncology nurses in one rural state. This model was one strategy to address their continuing learning needs.

  14. Continuing education modules and the scholarship of engagement.

    Science.gov (United States)

    Mitchell, Jim

    2010-01-01

    Economic and political trends underscore the importance of engaged scholarship as evidence that colleges and universities are serving their constituencies. Set in a background of debate about pure versus applied social science this article describes a planned approach to continuing gerontological education grounded firmly in the principles of the scholarship of engagement. The description includes efforts to ascertain through a two-phase state-wide survey continuing education needs and preferred venue in a segment of the North Carolina aging services workforce. Subsequent surveys were used to define and prioritize modular continuing education topics suitable for web-based delivery.

  15. Initial teacher education and continuing professional development for science teachers

    DEFF Research Database (Denmark)

    Dolin, Jens; Evans, Robert Harry

    2011-01-01

    , and belong to various cultures, both educationally and socially. Section 1 presents a review of the research literature across these dimensions and looks at the knowledge, skills and competences needed for teaching science, specific issues within science teacher education, and strategies for educating......Research into ways of improving the initial education and continuing professional development of science teachers is closely related to both common and unique strands. The field is complex since science teachers teach at different educational levels, are often educated in different science subjects...... and developing science teachers....

  16. Health Care Improvement and Continuing Interprofessional Education: Continuing Interprofessional Development to Improve Patient Outcomes

    Science.gov (United States)

    Wilcock, Peter M.; Janes, Gillian; Chambers, Alison

    2009-01-01

    Health care improvement and continuing professional education must be better understood if we are to promote continuous service improvement through interprofessional learning in the workplace. We propose that situating interprofessional working, interprofessional learning, work-based learning, and service improvement within a framework of social…

  17. Networked Learning and Network Science: Potential Applications to Health Professionals' Continuing Education and Development.

    Science.gov (United States)

    Margolis, Alvaro; Parboosingh, John

    2015-01-01

    Prior interpersonal relationships and interactivity among members of professional associations may impact the learning process in continuing medical education (CME). On the other hand, CME programs that encourage interactivity between participants may impact structures and behaviors in these professional associations. With the advent of information and communication technologies, new communication spaces have emerged that have the potential to enhance networked learning in national and international professional associations and increase the effectiveness of CME for health professionals. In this article, network science, based on the application of network theory and other theories, is proposed as an approach to better understand the contribution networking and interactivity between health professionals in professional communities make to their learning and adoption of new practices over time. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  18. Trends in Adult and Continuing Education in Germany

    Directory of Open Access Journals (Sweden)

    Ekkehard Nuissl

    2011-11-01

    Full Text Available This contribution summarizes the most important trends in adult education in Germany as they were elaborated in a secondary analytic research project of the DIE (Deutsches Institut für Erwachsenenbildung – German Institute for Adult Education in 2007. According to the study, participation in continuing education in Germany is increasing after long years of decrease, even though, overall, financing of adult education has been further reduced. Cooperation as well as competition between continuing education institutions has increased. Course offers have become shorter, counselling and information have more significant roles than in the past, and those employed in adult education, especially teaching staff, have a higher level of qualifications than before. Adult education policy in Germany has varying aims as a result of the federal structure of the country. Incentives for vocational and workplace training predominate however.

  19. Measuring Student Transformation in Entrepreneurship Education Programs

    Directory of Open Access Journals (Sweden)

    Steven A. Gedeon

    2017-01-01

    Full Text Available This article describes how to measure student transformation primarily within a university entrepreneurship degree program. Student transformation is defined as changes in knowledge (“Head”, skills (“Hand”, and attitudinal (“Heart” learning outcomes. Following the institutional impact model, student transformation is the primary goal of education and all other program goals and aspects of quality desired by stakeholders are either input factors (professors, courses, facilities, support, etc. or output performance (number of startups, average starting salary, % employment, etc.. This goal-setting framework allows competing stakeholder quality expectations to be incorporated into a continuous process improvement (CPI model when establishing program goals. How to measure these goals to implement TQM methods is shown. Measuring student transformation as the central focus of a program promotes harmony among competing stakeholders and also provides a metric on which other program decisions (e.g., class size, assignments, and pedagogical technique may be based. Different stakeholders hold surprisingly different views on defining program quality. The proposed framework provides a useful way to bring these competing views into a CPI cycle to implement TQM requirements of accreditation. The specific entrepreneurial learning outcome goals described in the tables in this article may also be used directly by educators in nonaccredited programs and single courses/workshops or for other audiences.

  20. 76 FR 11765 - Education Research and Special Education Research Grant Programs; Institute of Education Sciences...

    Science.gov (United States)

    2011-03-03

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF EDUCATION Education Research and Special Education Research Grant Programs; Institute of Education Sciences; Overview Information; Education Research and Special Education Research Grant Programs; Notice Inviting Applications...

  1. KM Education in LIS Programs

    Science.gov (United States)

    Rehman, Sajjad ur; Chaudhry, Abdus Sattar

    2005-01-01

    This paper investigates the perceptions of the heads of 12 Library and Information Science (LIS) schools on Knowledge Management (KM) education. These heads from North America, Europe and the Pacific region had either been offering KM courses or had an apparent interest in such programs. Data about perceptions were gathered on the nature of their…

  2. History of Continuing Nursing Education in the United States.

    Science.gov (United States)

    Stein, Alice M.

    1998-01-01

    Nursing history since 1853 is presented to identify issues in continuing nursing education, such as the influence of feminism and professionalism, changing constituencies, and philosophies in health care. (SK)

  3. Effects of continuing paediatric education in interpersonal communication skills.

    NARCIS (Netherlands)

    Dulmen, A.M. van; Holl, R.A.

    2000-01-01

    Paediatric care places great demands on interpersonal communication skills, especially as regards the handling of psychosocial issues. Recent shifts in paediatric morbidity and increases in patient empowerment furthermore emphasize the need for continuing paediatric education in communication

  4. Evaluation of the Job Skills Education Program: Learning Outcomes

    Science.gov (United States)

    1988-11-01

    saw themselves continuing to send soldiers who had good attitudes and job performance to basic skills education in order to keep them in the Army. They...a long time (hope smile) No comment. The program is good to refresh skills that we don’t use in our military jobs , but need for advanced education ...classes from seventh grade through adult and I find that the Job Skills Education Program works best in terms of interest and retention. It does not

  5. THE CYBERSPACE IN THE CONTINUED CLINICAL BIOCHEMISTRY EDUCATION

    Directory of Open Access Journals (Sweden)

    J.M. Martins

    2008-05-01

    Full Text Available The cybernetic spaces simulate the real world with interactive multimedia. This work  has been applied since January, 2007 on the curricular student’s apprenticeship at high school and graduation, in the site “bioq.educacao.biz/ULAB-HC-UFPE”. It has been developed to provide continuity to the technical-scientific learning of students and professionals, and also to improve their human social relations on the  labour  environment.  It’s comprises a virtual space, destined to communication and collective building of knowledge on the clinical biochemistry.   It’s about an interactive environment which allows the users registered as coordinator professor (professional  or the scientist student (trainee,  unlimited access to  posting contents (classes, texts, presentations, animations, consultations, non-synchronic discussions (on orkut, forums, e-mail and synchronic discussions (on chats, videoconferences. After a few live tutorials  about new  input in this environment, and the use of the new learning tool,  the collective building of knowledge on cyberspace begins. As a trainee’s program task, the scientist student would have to build a space of his own, under guidance and supervision of the coordinator teachers.  The cyberspace efficiency was evaluated from reports collected in February, 2008: the adherence to this  work was satisfactory, regarding this period, with 68 registered users, 870 accesses and 52 contents available on the several sections of the virtual laboratory. Our work is still being applied, and new adhesions are  happening everyday. We intend to amplify this cyber environment in order to make it a  permanent  continued education site on the health area.  From interest contracts and common knowledge,  the technological interfaces constitute an interaction, in which everyone is a potential author.  Keywords: Cyberspace, online biochemistry education, continued education.

  6. Educational fellowship programs: common themes and overarching issues.

    Science.gov (United States)

    Gruppen, Larry D; Simpson, Deborah; Searle, Nancy S; Robins, Lynne; Irby, David M; Mullan, Patricia B

    2006-11-01

    The trend toward intensive faculty development programs has been driven by a variety of factors, including institutional needs for educational expertise and leadership, as well as individual faculty members' motivation to augment their educational expertise, teaching skills, and leadership skills. The nine programs described in this issue possess several common features that can be ascribed to shared perceptions of pervasive needs coupled with feasible educational resources and strategies to meet these needs. All programs identify a clear set of goals and objectives for their respective curricula. Curriculum domains include not only teaching skills but also educational research, curriculum development, and educational leadership. In spite of many similarities, each program reflects the unique character of its home institution, the faculty, educational resources, and the specific goals of the program. Each program has documented gains in such key outcomes as participant promotions, new leadership positions both locally and nationally, and scholarly productivity in the form of peer-reviewed papers and presentations. Evidence of institutional benefits includes the production of innovative curricula and a pool of educational leaders. The programs have also developed a community of knowledgeable scholars who interact with each other and serve as a catalyst for continuing change and educational improvement. Although each program was developed largely independently of the others, the common elements in their design provide opportunities to evaluate collaboratively the successful aspects of such programs and to share ideas and resources for program curricula between existing programs and with institutions considering implementing new programs.

  7. Problem-based learning in continuing medical education

    Science.gov (United States)

    Al-Azri, Hilal; Ratnapalan, Savithiri

    2014-01-01

    Abstract Objective To investigate the effects of problem-based learning (PBL) in continuing medical education. Data sources PubMed, MEDLINE, EMBASE, CINAHL, and ERIC databases were searched for randomized controlled trials published in English from January 2001 to May 2011 using key words problem-based learning, practice-based, self-directed, learner-centered, and active learning, combined with continuing medical education, continuing professional development, post professional, postgraduate, and adult learning. Study selection Randomized controlled trials that described the effects of PBL on knowledge enhancement, performance improvement, participants’ satisfaction, or patients’ health outcomes were selected for analysis. Synthesis Fifteen studies were included in this review: 4 involved postgraduate trainee doctors, 10 involved practising physicians, and 1 had both groups. Online learning was used in 7 studies. Among postgraduate trainees PBL showed no significant differences in knowledge gain compared with lectures or non–case-based learning. In continuing education, PBL showed no significant difference in knowledge gain when compared with other methods. Several studies did not provide an educational intervention for the control group. Physician performance improvement showed an upward trend in groups participating in PBL, but no significant differences were noted in health outcomes. Conclusion Online PBL is a useful method of delivering continuing medical education. There is limited evidence that PBL in continuing education would enhance physicians’ performance or improve health outcomes. PMID:24522680

  8. Continuing education for Physical Education teachers: Assistive Technology in inclusive education

    Directory of Open Access Journals (Sweden)

    Maria Luiza Salzani Fiorini

    2017-05-01

    Full Text Available This study aimed at describing the development of continuing education for physical education teachers towards the incorporation of Assistive Technology and the creation of favorable conditions to an inclusive school. The methodology employed was reflective and collaborative research. Two teachers who were facing difficulties to include a physically disabled student and one student with global developmental delay took part in the study. The continuing education plan comprised three steps: 1 reflecting on their own practice after watching a video and planning one lesson, together with the researcher, seeking to incorporate Assistive Technology and favor inclusion; 2 videoing the lesson; 3 evaluating and reflecting on what was planned and what was executed and planning a new lesson. Some factors were seen to be essential to the development of continuing education: considering the teacher’s demand, developing collaborative work, promoting reflection on the practices and having Assistive Technology as a support to the human element.

  9. Challenges of Women Participation in Continuing Higher Education

    African Journals Online (AJOL)

    Engr E. Egbochukwu

    seeks to make its contribution by examining the challenges women face in continuing higher education and the implications it has for the design of counselling and educational programme for adult women. The ultimate aim is to assist in developing a counselling programme that would help women deal with the problems ...

  10. A Report of the Center for Continuing Education, Drake University.

    Science.gov (United States)

    Thompson, Clarence H., Ed.

    With assistance from Title I of the Higher Education Act, a two-day workshop for counselors in Iowa was sponsored by the Center for Continuing Education at Drake University. Proceedings of the workshop, reported in this publication, include four interlocking dimensions: (1) the counselor's role in vocational decision making, (2) the counselor's…

  11. Public Administration Education in Europe: Continuity or Reorientation?

    Science.gov (United States)

    Hajnal, Gyorgy

    2015-01-01

    The article explores the changing patterns of disciplinary orientation in European public administration (PA) education. The study builds on an earlier research, which defined three distinct clusters of countries, based on their specific PA education tradition. It asks whether countries' movement away from the Legalist paradigm has continued since…

  12. Student Performance Requirements: Minitary Service. Continuation Education System Development Project.

    Science.gov (United States)

    La Puente Union High School District, CA.

    Funded under Title III of the Elementary and Secondary Education Act of 1965, the La Puente, California, continuation education project investigated (1) attitudes of former students concerning the success of the school in preparing them for entry into military service, (2) the minimal skills and knowledge required by each of the armed forces, (3)…

  13. Integrating Aesthetics: Transforming Continuing Education through Africentric Practice

    Science.gov (United States)

    Ellis, Auburn E.

    2013-01-01

    Background: Manuscript written for the Adult Education Research Conference based on dissertation research completed at National Louis University. Purpose: To increase knowledge base of art based learning as a mode of anti-racist pedagogy and the use of an Africentric framework for continuing and professional education. Setting: African Centered…

  14. Social Work Continuing Education: Current Issues and Future Direction

    Science.gov (United States)

    Kurzman, Paul A.

    2016-01-01

    Continuing education is arising as an area of rapid growth and increased attention in the social work profession. Conceptually, the impetus and focus are on the promotion of the principles of lifelong learning and professional replenishment; but pragmatically, the driving force has been the virtually universal requirement of continuing education…

  15. RESEARCH AND EDUCATIONAL PANORAMA OF MODERNIZATION OF TRAINING TEACHERS OF CONTINUOUS VOCATIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    E. M. Dorozhkin

    2017-01-01

    Full Text Available Introduction. Nowadays, there is no evidence-based strategy of upgrade of system of preparation of pedagogical personnel for continuous professional education in the Russian Federation. At the same time, scientists recognize that smoothly running regular high-quality replenishment of education by the skilled heads and teachers having fundamental psychology and pedagogical knowledge and being specialists in one of economic industries has crucial importance for successful development of post-industrial society. Hence, the need for creation of multichannel system of professional and pedagogical preparation has emerged.The aim of the present publication is to provide the complex overview of problems of reforming of professional pedagogical education and to show possible ways of their decision.Methods. The methodological basis of the study involves the concept of professional development of an individual; the thesis on the integration of the system-based, process and project approaches; the principles for the development of professional pedagogical education. Panoramic approach to the discussed problems of modernization of professional and pedagogical school has defined the logic of our research.Results. Psychological and pedagogical problems of professional education are analysed. Multidimensional metaprofessional qualities of teachers of vocational school are considered. The conceptual model of vocational structure of preparation of pedagogical personnel is developed for the system of continuous professional education.The debatable aspect of the research is reflected in the project of a psychological and pedagogical platform – the autonomous modular educational program including massive open online courses, management systems of educational process, supports of innovative infrastructure of education, humanitarian technologies of high education.Practical significance. The vocational structure of training of teachers of vocational

  16. therapeutic effect of continuous exercise training program on serum ...

    African Journals Online (AJOL)

    2014-09-01

    Sep 1, 2014 ... THERAPEUTIC EFFECT OF CONTINUOUS EXERCISE TRAINING. PROGRAM ON SERUM CREATININE CONCENTRATION IN MEN. WITH HYPERTENSION: A RANDOMIZED CONTROLLED TRIAL. L. SIKIRU1and G. C. OKOYE2. 1Biomedical Technology Dept., School of Health Technology, Federal ...

  17. Confluent education: an integrative method for nursing (continuing) education.

    NARCIS (Netherlands)

    Francke, A.L.; Erkens, T.

    1994-01-01

    Confluent education is presented as a method to bridge the gap between cognitive and affective learning. Attention is focused on three main characteristics of confluent education: (a) the integration of four overlapping domains in a learning process (readiness, the cognitive domain, the affective

  18. A statewide assessment of preferences of registered nurses desiring academic credit-bearing continuing education.

    Science.gov (United States)

    Cannon, C A; Paulanka, B J; Bam, S

    1994-01-01

    As needs, mandates, and interests for continuing education (CE) in nursing increase, institutions of higher learning have growing opportunities and responsibilities to respond. Planning educational programs necessitates assessment of nurses' needs to deliver offerings responsive to topic, delivery method, and scheduling preferences. This nonrandomized statewide telephone survey of 535 registered nurses describes the preferences of the large subgroup (n = 359) of nurses who stated a desire for academic credit while participating in CE programs. Preferences were further examined in relation to the nurses' eligibility for undergraduate or master's level offerings. Results include a number of specific preferences with implications for educational institutions to increase their creativity and flexibility in developing credit CE offerings, and to become more responsive to the needs of nurses in practice. Findings suggest that partnerships between institutions of higher education and health care may better meet the continuing education needs of nurses.

  19. Continuous Improvement in Nursing Education through Total Quality Management (TQM

    Directory of Open Access Journals (Sweden)

    Tang Wai Mun

    2013-11-01

    Full Text Available Total Quality Management (TQM has generally been validated as a crucial revolution in the management field. Many academicians believe that the concept of TQM is applicable to academics and provides guiding principles towards improving education. Therefore, an increasing number of educational institutions such as schools, colleges and universities have started to embrace TQM philosophies to their curricula.Within the context of TQM, this paper would explore the concept of continuous improvement by using the Deming philosophy. Subsequently, this paper would elaborate on the application of TQM to bring about continuous improvement in the current education system.

  20. Education Program for Healthy Aging

    Directory of Open Access Journals (Sweden)

    Wanda Pereira Patrocinio

    2013-03-01

    Full Text Available In this study were performed educational interventions in two groups of elderly from the perspective of Paulo Freire and the politics of aging assets (WHO. The themes were chosen by the participants and the program consisted of a 150-minute weekly meeting, from August to December 2009. The present article focuses on the pedagogical course developed and carry out a reflection on the effectiveness of the program on attitudes toward aging, the subjective well-being and health of older people.

  1. General Practitioners and Online Continuing Professional Education: Projected Understandings

    Directory of Open Access Journals (Sweden)

    Jan Brace-Govan

    2004-01-01

    Full Text Available Continuing professional education seems to be particularly suited to the online environment with opportunities to communicate anywhere anytime. This appears to be convenient and time efficient for the busy working professional. The views of practising professionals were sought and form the basis of this paper. Primary care physicians at two locations, who actively pursue continuing education, discuss the role of information technology in their daily professional practice and give their views about online education. This professional group is a good example of how a particular interaction style is significant to the collective cultural mores of a group. The paper concludes that these group preferences need to be taken into account when designing continuing education and some suggestions are made for design.

  2. Development and evaluation of a pharmacogenomics educational program for pharmacists.

    Science.gov (United States)

    Formea, Christine M; Nicholson, Wayne T; McCullough, Kristen B; Berg, Kevin D; Berg, Melody L; Cunningham, Julie L; Merten, Julianna A; Ou, Narith N; Stollings, Joanna L

    2013-02-12

    Objectives. To evaluate hospital and outpatient pharmacists' pharmacogenomics knowledge before and 2 months after participating in a targeted, case-based pharmacogenomics continuing education program.Design. As part of a continuing education program accredited by the Accreditation Council for Pharmacy Education (ACPE), pharmacists were provided with a fundamental pharmacogenomics education program.Evaluation. An 11-question, multiple-choice, electronic survey instrument was distributed to 272 eligible pharmacists at a single campus of a large, academic healthcare system. Pharmacists improved their pharmacogenomics test scores by 0.7 questions (pretest average 46%; posttest average 53%, p=0.0003).Conclusions. Although pharmacists demonstrated improvement, overall retention of educational goals and objectives was marginal. These results suggest that the complex topic of pharmacogenomics requires a large educational effort in order to increase pharmacists' knowledge and comfort level with this emerging therapeutic opportunity.

  3. Starting a Health Professions Education Graduate Program

    Science.gov (United States)

    Hansman, Catherine A.

    2018-01-01

    This chapter is a case story of the evolution of the Master of Education in Health Professions Education (MEHPE), a collaborative graduate program developed by the Adult Learning and Development program at Cleveland State University and the Cleveland Clinic.

  4. 34 CFR 403.117 - What definitions apply to the Postsecondary and Adult Vocational Education Programs?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What definitions apply to the Postsecondary and Adult... of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE... the Basic Programs? Secondary, Postsecondary, and Adult Vocational Education Programs § 403.117 What...

  5. Workplace continuing education for nurses caring for hospitalised older people.

    Science.gov (United States)

    Baumbusch, Jennifer; Shaw, Maureen; Leblanc, Marie-Eve; Kjorven, Mary; Kwon, Jae-Yung; Blackburn, Lorraine; Lawrie, Barb; Shamatutu, Marilyn; Wolff, Angela C

    2017-12-01

    To develop, implement and evaluate a workplace continuing education programme about nursing care of hospitalised older people. The healthcare system cannot rely solely upon nurses' prelicensure education to prepare them to meet the evolving needs of hospitalised older patients. Over the past decade, there has been a dramatic rise in the proportion of older people in hospitals, yet many nurses do not have specialised knowledge about the unique care needs of this population. A multimethod pre-to post-design was employed. Between September 2013 and April 2014, data were collected via surveys, focus groups and interviews. Thirty-two Registered Nurses initially enrolled in the programme of which 22 completed all data points. Three managers also participated in interviews. One-way repeated-measures ANOVAs were conducted to evaluate the effect of the programme and change over time. Qualitative data were analysed using thematic analysis. Survey results indicated improvements in perceptions about nursing care of older people but no changes in knowledge. Themes generated from the qualitative data focused on participants' experiences of taking part in the programme and included: (i) relevance of content and delivery mode, (ii) value of participating in the programme and (iii) continuing education in the context of acute care. This study illustrated the potential role of workplace continuing education in improving care for hospitalised older people, particularly the potential to change nurses' perceptions about this population. Nurses prefer learning opportunities that are varied in delivery of educational elder-focused content and accessible at work. Organisational leaders need to consider strategies that minimise potential barriers to workplace continuing education. Workplace continuing education can play a key role in improving quality of care for hospitalized older adults and ought to be a priority for employers planning education for nurses. © 2017 John Wiley & Sons Ltd.

  6. A New Finite Continuation Algorithm for Linear Programming

    DEFF Research Database (Denmark)

    Madsen, Kaj; Nielsen, Hans Bruun; Pinar, Mustafa

    1996-01-01

    We describe a new finite continuation algorithm for linear programming. The dual of the linear programming problem with unit lower and upper bounds is formulated as an $\\ell_1$ minimization problem augmented with the addition of a linear term. This nondifferentiable problem is approximated by a s...... problems are solved by a Newton-type algorithm. Preliminary numerical results indicate that the new algorithm is promising.......We describe a new finite continuation algorithm for linear programming. The dual of the linear programming problem with unit lower and upper bounds is formulated as an $\\ell_1$ minimization problem augmented with the addition of a linear term. This nondifferentiable problem is approximated...... by a smooth problem. It is shown that the minimizers of the smooth problem define a family of piecewise-linear paths as a function of a smoothing parameter. Based on this property, a finite algorithm that traces these paths to arrive at an optimal solution of the linear program is developed. The smooth...

  7. Recruitment of rural healthcare professionals for live continuing education

    Directory of Open Access Journals (Sweden)

    Ronnie Scott Holuby

    2015-11-01

    Full Text Available Introduction: The availability of rural healthcare is a growing concern in the United States as fewer healthcare providers choose to work in rural areas. Accessing quality continuing education (CE for rural healthcare practitioners (HCPs remains a challenge and may pose a barrier to quality care. Methods: To maximize attendance at a live, in-person, free CE program focusing on geriatric medication and issues specifically targeted to HCPs in rural areas, two methods were implemented sequentially. The first method used formal advertising implemented by a professional marketing service to promote CE events. The second method enlisted local healthcare organizations and physician groups to promote the CE event to their employees. Cost per attendee was calculated for comparison. Results: Professional marketing services recruited 31 HCPs (March 2011 and resulted in a per-participant recruitment cost of US$428.62. Local healthcare organizations and physician groups’ marketing recruited 48 HCPs (July–August 2011 and resulted in a per-participant recruitment cost of US$55.19. Discussion: Providing free CE coordinated through local healthcare organizations and physician groups was the most cost-effective method of recruiting rural HCPs for CE. Formal advertising added cost without increasing the number of participants per event. Although this is the first study of the cost-effectiveness of recruitment methods targeting HCPs in rural areas, results are consistent with research on cost-effectiveness of outreach to rural lay community members.

  8. Recruitment of rural healthcare professionals for live continuing education.

    Science.gov (United States)

    Holuby, Ronnie Scott; Pellegrin, Karen L; Barbato, Anna; Ciarleglio, Anita

    2015-01-01

    The availability of rural healthcare is a growing concern in the United States as fewer healthcare providers choose to work in rural areas. Accessing quality continuing education (CE) for rural healthcare practitioners (HCPs) remains a challenge and may pose a barrier to quality care. To maximize attendance at a live, in-person, free CE program focusing on geriatric medication and issues specifically targeted to HCPs in rural areas, two methods were implemented sequentially. The first method used formal advertising implemented by a professional marketing service to promote CE events. The second method enlisted local healthcare organizations and physician groups to promote the CE event to their employees. Cost per attendee was calculated for comparison. Professional marketing services recruited 31 HCPs (March 2011) and resulted in a per-participant recruitment cost of US$428.62. Local healthcare organizations and physician groups' marketing recruited 48 HCPs (July-August 2011) and resulted in a per-participant recruitment cost of US$55.19. Providing free CE coordinated through local healthcare organizations and physician groups was the most cost-effective method of recruiting rural HCPs for CE. Formal advertising added cost without increasing the number of participants per event. Although this is the first study of the cost-effectiveness of recruitment methods targeting HCPs in rural areas, results are consistent with research on cost-effectiveness of outreach to rural lay community members.

  9. A Framework for Implementing TQM in Higher Education Programs

    Science.gov (United States)

    Venkatraman, Sitalakshmi

    2007-01-01

    Purpose: This paper aims to provide a TQM framework that stresses continuous improvements in teaching as a plausible means of TQM implementation in higher education programs. Design/methodology/approach: The literature survey of the TQM philosophies and the comparative analysis of TQM adoption in industry versus higher education provide the…

  10. Continuing medical education in Brazil: what about obstetricians and gynecologists?

    Directory of Open Access Journals (Sweden)

    Nelson Sass

    Full Text Available CONTEXT: In Brazil, obstetricians and gynecologists are not required to submit to periodical evaluations to ascertain their professional competence in dealing with new concepts and therapies. OBJECTIVES: To evaluate the performance of a group of obstetricians and gynecologists on a written evidence-based obstetrics test and determine their opinions and use of systematic reviews. TYPE OF STUDY: Prospective cohort. SETTING: Brazilian Obstetrics and Gynecology Congress 2001. METHODS: 230 doctors agreed to participate in the study during a national obstetrics and gynecology congress. Participants took an individual anonymous written multiple-choice test with seven questions on clinical obstetrics, one question on the interpretation of a meta-analysis graph and two questions on their opinions and actual use of systematic reviews. Scores were analyzed and compared after grouping the participants according to year of graduation, residence training, doctoral program and faculty status. RESULTS: The general average score was 49.2 ± 17.4. The scores tended to decline as the years since graduation advanced. Doctors who graduated in the last five years had higher scores than those who graduated over 25 years ago (52.2 versus 42.9. The performance did not vary according to medical residence, postgraduate program or teaching status. While 98.2% considered systematic reviews relevant, only 54.9% said that they routinely used this source of information. DISCUSSION: The participants' average score was low, even though they were highly qualified and trained. Despite the limitations of the study, the results are worrisome. If motivated physicians participating in a national congress obtained such low scores, we can speculate that the results might be even worse among other doctors that do not attend these events. CONCLUSIONS: These findings suggest that Brazilian obstetricians and gynecologists could benefit from continuing medical education and raise questions

  11. Combining continuing education with expert consultation via telemedicine in Cambodia.

    Science.gov (United States)

    Engle, Xavier; Aird, James; Tho, Ly; Bintcliffe, Fiona; Monsell, Fergal; Gollogly, Jim; Noor, Saqib

    2014-04-01

    Telemedicine has the potential to increase access to both clinical consultation and continuing medical education in Cambodia. We present a Cambodian surgical centre's experience with a collaboration in which complicated orthopaedic cases were presented to a panel of consultants using free online videoconferencing software, providing a combined opportunity for both continuing education and the enhancement of patient care. Effects of the case conference on patient care were examined via a retrospective review and clinician perspectives were elicited via a qualitative survey. The case conference altered patient care in 69% of cases. All Cambodian staff reported learning from the conference and 78% reported changes in their care for patients not presented at the conference. Real-time videoconferencing between consultants in the developed world and physicians in a developing country may be an effective, low-cost and easily replicable means of combining direct benefits to patient care with continuing medical education.

  12. The Study Club as a Continuing Education Format for Training in Implant Dentistry.

    Science.gov (United States)

    Rubenstein, Jeffrey E.; Corbett, Suzanne M.

    1996-01-01

    A study club for continuing education in dental implant techniques at the University of Washington is described and evaluated. Training included didactic and patient treatment components. In two sessions of the program, 17 participating restorative dentists and oral surgeons completed treatment on 12 patients. Practitioners found this…

  13. It's Not Easy Being Green: Green Marketing and Environmental Consumerism in Continuing Higher Education

    Science.gov (United States)

    Sandeen, Cathy

    2009-01-01

    The current focus on all things "green--greener--greenest" has found its way into the realm of continuing higher education through a proliferation of courses and programs. A recent Internet search on the phrase "sustainability certificate" produced over 7,600 results, reflecting a strong perceived or real demand. In this…

  14. Preparing Marketing for the Future: Strategic Marketing Challenges for Continuing Education

    Science.gov (United States)

    Fong, James

    2013-01-01

    Today's programs and delivery methods in continuing education for the adult student are evolving due to changing needs, competition, and new markets and technologies. The marketing infrastructure, including staffing, budgeting, and processes such as customer relationship marketing and market research, must be in alignment with changing needs.

  15. Creating a Continuing Education Pathway for Newly Arrived Immigrants and Refugee Communities

    Science.gov (United States)

    Tecle, Aster S.; Thi Ha, An; Hunter, Rosemarie

    2017-01-01

    With the increase in the number of displaced peoples, the demand for skilled social workers from diverse backgrounds to serve them is critical. This article explores a continuing education program that prepares precollege individuals from newly arriving communities who will work as entry-level workers serving these immigrant and refugee…

  16. Marketing to Increase Participation in a Web-Based Continuing Medical Education Cultural Competence Curriculum

    Science.gov (United States)

    Estrada, Carlos A.; Krishnamoorthy, Periyakaruppan; Smith, Ann; Staton, Lisa; Korf, Michele J.; Allison, Jeroan J.; Houston, Thomas K.

    2011-01-01

    Introduction: CME providers may be interested in identifying effective marketing strategies to direct users to specific content. Online advertisements for recruiting participants into activities such as clinical trials, public health programs, and continuing medical education (CME) have been effective in some but not all studies. The purpose of…

  17. Study on the continuing education innovative talents training mode of civil engineering major

    Science.gov (United States)

    Sun, Shengnan; Su, Zhibin; Cui, Shicai

    2017-12-01

    According to the characteristics of civil engineering professional continuing education, continuing education of innovative talents training mode suitable for the characteristics of our school is put forward in this paper. The characteristics of the model include: the education of professional basic courses and specialized courses should be paid attention to; engineering training should be strengthened and engineering quality should be trained; the concept of large civil engineering should be highlighted, the specialized areas should be broadened, and the curriculum system should be reconstructed; the mechanism of personnel training program should be constructed by the employers, the domestic highlevel institutions and our university. It is hoped that the new training model will promote the development of continuing education of civil engineering specialty in our university.

  18. Improving the Quality of the Pharmacist as a Drug Advisor to Patients and Physicians Through Continuing Education

    Science.gov (United States)

    Watkins, Roland L.; And Others

    1976-01-01

    A continuing education program was successful in changing both the knowledge and behavior of an experimental group of pharmacists. Their attitudes were not significantly changed, and this might be explained through cognitive dissonance theory. (LBH)

  19. 34 CFR 403.112 - How does a State allocate funds under the Secondary School Vocational Education Program to local...

    Science.gov (United States)

    2010-07-01

    ... School Vocational Education Program to local educational agencies? 403.112 Section 403.112 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities...

  20. 34 CFR 535.1 - What is the Bilingual Education: Graduate Fellowship Program?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is the Bilingual Education: Graduate Fellowship... (Continued) OFFICE OF BILINGUAL EDUCATION AND MINORITY LANGUAGES AFFAIRS, DEPARTMENT OF EDUCATION BILINGUAL EDUCATION: GRADUATE FELLOWSHIP PROGRAM General § 535.1 What is the Bilingual Education: Graduate Fellowship...

  1. 34 CFR 461.1 - What is the Adult Education State-administered Basic Grant Program?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is the Adult Education State-administered Basic... (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION STATE-ADMINISTERED BASIC GRANT PROGRAM General § 461.1 What is the Adult Education State-administered Basic Grant...

  2. Advancing Public Health through Continuing Education of Health Care Professionals

    Science.gov (United States)

    Hudmon, Karen Suchanek; Addleton, Robert L.; Vitale, Frank M.; Christiansen, Bruce A.; Mejicano, George C.

    2011-01-01

    This article describes how the CS2day (Cease Smoking Today) initiative positioned continuing education (CE) in the intersection between medicine and public health. The authors suggest that most CE activities address the medical challenges that clinicians confront, often to the neglect of the public health issues that are key risk factors for the…

  3. Continuing Medical Education: Closing The Gap Between Medical ...

    African Journals Online (AJOL)

    Continuing medical education (CME) has long been recognized as the key to updating and maintaining the knowledge and skill of health professionals.CME activities are well advocated, accepted and regulated in the developed world with sanctions for non-participation. In developing countries, including West Africa ...

  4. Challenges of Women Participation in Continuing Higher Education ...

    African Journals Online (AJOL)

    This paper investigated the challenges or constraints of women in continuing higher education programme with particular focus on the B.Ed part-time programme of the University of Lagos. A simple survey research design was employed to explore the issue. A 15 item questionnaire supplemented with oral interview ...

  5. Case Study: Online Continuing Education for New Librarians

    Science.gov (United States)

    Hendrix, Beth R.; McKeal, Alyse E.

    2017-01-01

    Continuing education is vital for new librarians to gain skills and knowledge beyond library school. Professional development offered free in an online environment is often the best option for staying current on the issues and trends necessary for young librarians to grow and flourish. This paper presents a case study of an online professional…

  6. Improving the Relationship between Continuing Education Leadership and Marketing Directors

    Science.gov (United States)

    Fong, Jim

    2009-01-01

    In this economy, college and university continuing education units will not automatically reap the benefits of returning adult learners as in past recessions: this economy caused a drastic reduction of resources available to the workforce and for personal revenue. As a result of decreased personal income and workforce training funding, competition…

  7. Diversity and Intercultural Communication in Continuing Professional Education.

    Science.gov (United States)

    Ziegahn, Linda

    2001-01-01

    Responds to common myths about workplace diversity: (1) there is not much diversity in the workplace; (2) the way business is done is neutral; and (3) it is the responsibility of minority cultures to adapt to the dominant culture. Suggests responses for continuing professional educators. (JOW)

  8. Chemotherapy in eye cancer | Dolland | Continuing Medical Education

    African Journals Online (AJOL)

    Continuing Medical Education. Journal Home · ABOUT · Advanced Search · Current Issue · Archives · Journal Home > Vol 31, No 4 (2013) >. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register · Download this PDF file. The PDF file you selected should load here if your ...

  9. Opioid use in palliative care | Hosking | Continuing Medical Education

    African Journals Online (AJOL)

    Continuing Medical Education. Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives · Journal Home > Vol 21, No 5 (2003) >. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register. Opioid use in palliative care. M Hosking. Abstract.

  10. Trends in Innovation in Continuing Education and Training.

    Science.gov (United States)

    Steedman, Hilary; And Others

    This collection includes a series of reports presenting the main results of a project to identify trends in continuing education and training in eight countries throughout Western Europe. The following reports are included: "Synthesis Report," by Hilary Steedman; "Belgium," by staff at the Office National de l'Emploi;…

  11. Continuing Medical Education - Vol 27, No 1 (2009)

    African Journals Online (AJOL)

    Continuing Medical Education - Vol 27, No 1 (2009). Journal Home > Archives ... Irritable bowel syndrome · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. G Watermeyer. Burn wound infection · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL ...

  12. Continuing Education: A National Imperative for School Nursing Practice

    Science.gov (United States)

    Vought-O'Sullivan, Victoria; Meehan, Nancy K.; Havice, Pamela A.; Pruitt, Rosanne H.

    2006-01-01

    Competency-based continuing education is critical to the professional development of school nurses to ensure the application of timely, age-appropriate clinical knowledge and leadership skills in the school setting. School nurses are responsible for a large number of students with a variety of complex and diverse health care needs. Benner's theory…

  13. Continuing education in geriatrics for rural health care providers in ...

    African Journals Online (AJOL)

    Population trends in developing countries show an increasing population of older adults (OAs), especially in rural areas. The purpose of this study was to explore the geriatrics continuing education needs of health care providers (HCPs) working in rural Uganda. The study employed a descriptive design to collect data from ...

  14. Promotion--A Controllable Marketing Tool of Continuing Education Administration

    Science.gov (United States)

    Bramblett, Larry R.

    1974-01-01

    Promotion is a controllable marketing tool of continuing education and extension administration and should be treated as such. By analyzing current promotional efforts and planning future promotional activities, the extension manager can communicate with his market with more efficiency and greater effectiveness. (Author)

  15. The Problem of Pseudoscience in Social Work Continuing Education

    Science.gov (United States)

    Thyer, Bruce A.; Pignotti, Monica

    2016-01-01

    The National Association of Social Workers requires social workers to obtain continuing education (CE) after they receive their social work degrees. A large and profitable industry that has emerged catering to this need for CE that is particularly focused on the needs of licensed social workers. Quality control mechanisms in place to monitor the…

  16. Do Continuing Medical Education Articles Foster Shared Decision Making?

    Science.gov (United States)

    Labrecque, Michel; Lafortune, Valerie; Lajeunesse, Judith; Lambert-Perrault, Anne-Marie; Manrique, Hermes; Blais, Johanne; Legare, France

    2010-01-01

    Introduction: Defined as reviews of clinical aspects of a specific health problem published in peer-reviewed and non-peer-reviewed medical journals, offered without charge, continuing medical education (CME) articles form a key strategy for translating knowledge into practice. This study assessed CME articles for mention of evidence-based…

  17. Organising Continuity and Quality of the European Educational Research Association

    Science.gov (United States)

    Jochems, Wim; Wubbels, Theo

    2014-01-01

    Research associations tend to be voluntary by nature and therefore unstable in character, and thus are subject to threat for their continuity. History has shown that the European Educational Research Association (EERA) is not an exception to this rule. Because EERA Council and the board members are volunteers with limited time, experience and…

  18. Formal and nonformal SETI education programs

    Science.gov (United States)

    Bhathal, Ragbir

    2001-08-01

    Frank Drake's experiment on the search for extraterrestrial intelligence in 1960 not only generated a new field of observational astronomy but also produced spin-offs in the fields of education and the social science. SETI education programs in formal and non-formal educational institutions provide a powerful tool for educating the public and students about humanity's most profound question: are we alone in the universe? This paper discusses SETI educational programs in both formal and non-formal settings.

  19. Coaches’ Preferences for Continuing Coaching Education in South Africa

    Directory of Open Access Journals (Sweden)

    Kubayi Alliance

    2016-04-01

    Full Text Available The purpose of this study was to examine coaches’ preferences for continuing coaching education. The sample consisted of 122 male and 102 female coaches from the Gauteng Province of South Africa who were purposively recruited to participate in this study. The results of this study showed that the coaches wanted to learn more about motivational techniques, advanced instructional drills, advanced first aid, goal setting, character building and conditioning drills. The results further indicated that sport coaches would be more likely to continue their coaching education if they had a desire to coach at a high level, if topics were relevant and if courses were in line with league requirements and were available online. The practical implications of the findings for the development of coaching education programmes in South Africa were discussed.

  20. Educators' views of eating disorder prevention programs.

    Science.gov (United States)

    Varnado-Sullivan, Paula J; Parr, Francoise; O'Grady, Megan A; Savoy, Sarah

    2013-06-01

    Further understanding of educators' views of eating disorder prevention can further engage them in this effort. No previous studies of educators have used acceptability methodology or compared eating disorder prevention to other prevention efforts. Educators (n = 135) rated the acceptability of five sample programs and provided their opinions about eating disorder and other prevention programs. The results indicated primarily psychoeducational and general well-being programs were most acceptable. Educators-specified trained professionals should implement programs during school hours to male and female junior high students. Although eating disorder prevention was perceived as important, it was not rated as vital as other programs, such as substance abuse prevention.

  1. Pupils with Special Educational Needs. Program Audit.

    Science.gov (United States)

    New York State Legislative Commission on Expenditure Review, Albany.

    The document reviews the New York State Education Department's management of state aid for remedial education in the program for serving Pupils with Special Educational Needs (PSEN), the intent of which is to help low-achieving students overcome their disadvantage in learning. Four separate aspects are examined: (1) program intent, evolution, and…

  2. Tutorial Continuing Education: Innovative Strategy in a Tertiary Specialized Health Unit

    Directory of Open Access Journals (Sweden)

    Flaviana Maciel

    2017-06-01

    Full Text Available Hospital Pelopidas Silveira-IMIP/SES/SUS is a tertiary-unit, specialized in cardiology, neurology, neurosurgery and interventional radiology. It is the only hospital of Brazilian Public-Health-System (SUS with this profile and a 24h-acute-cardio/neurovascular facility. Challenges of Continuing-Education include a guaranteeing appropriate level of basic knowledge, b empowering clinical staff to remain up to date in current knowledge. HPS Continuing-Education Program is based on three branches: a Classroom-Tutorials (CT, b Online-Tutorials at "Pelopidas Digital" Virtual-Teaching-Platform (PD-VTP and c Daily-Practice Evaluation (DPE. This paper presents logistic details of HPS Continuing-Education Program. Training team coordinates tutorial meetings and performs continuous statistical analysis. Evaluation team visit hospital departments daily, observing in practice the incorporation of information provided, and retraining individuals in their work scenarios. Both teams perform curriculum development, meeting planning and creation of digital-training-modules. Tutorial meetings have pre/post-tests, allowing monitoring of attendance, topic significance and short-term retention. Tutorial groups are formed by 6-12 employees sharing similarities in training needs. CT is offered to 4 groups-of-interest: a nurses, b nursing assistants, c administrative staff, porters, drivers, d cleaning, laundry and security staff. Problematization and active strategies have resulted into an attractive, structured educational program customized to produce short-term results. The strategy is of interest to institutions sharing similar challenges.

  3. Program Planning in Health Professions Education

    Science.gov (United States)

    Schmidt, Steven W.; Lawson, Luan

    2018-01-01

    In this chapter, the major concepts from program planning in adult education will be applied to health professions education (HPE). Curriculum planning and program planning will be differentiated, and program development and planning will be grounded in a systems thinking approach.

  4. Veterans Education Outreach Program. Exemplary Projects.

    Science.gov (United States)

    Amon, Ronald D.

    As a result of a review of performance reports submitted by almost 400 colleges and universities receiving Veterans Education Outreach Program (VEOP) grants, 37 exemplary programs were identified by a panel of 5 professionals in veterans' education and government administration. The exemplary programs selected showed consistency in staff efforts…

  5. Directory of Health Education Programs for Elders.

    Science.gov (United States)

    Missouri Univ., Kansas City. Center on Rural Elderly.

    Health education programs for older adults can be an efficient and cost-effective way to meet the challenge of a healthy old age. This directory describes 36 health education programs for the rural elderly in the areas of comprehensive programs, mental health, nutrition, physical health (including exercise), medication, safety, and health…

  6. 9.5 college credit fiber optic training program for under- and unemployed women: a private/public/continuing education partnership designed to promote women in fiber optics as a workforce initiative

    Science.gov (United States)

    Stroup, Margaret H.; Valentin, Marjorie R.; Seebeck, Randall G.; Williams, Joseph; Jeffers, Deborah; Markoja, Robert

    2002-05-01

    Three Rivers Community College, in conjunction with CiDRA Corporation a fiber-optic telecommunication company and Middlesex Community College, offered a 12 week, 9.5 college credit Fiber Optics training program for 14 unemployed and underemployed women in central Connecticut. Classes were held at the Meriden Center of Middlesex Community College, with some laboratory activities held at CiDRA's headquarters in Wallingford. Connecticut photonics related manufacturing companies project a need to hire anywhere from 100 to 1000 new photonics workers over the next several years. Despite this incredible demand, Three Rivers Community College is the only community college to offer an associate degree program in Photonics Engineering Technology in Connecticut, and one of only two colleges in new England. Funded in part by monies targeting Non-Traditional Occupations for women through the Connecticut Department of Labor, this accelerated program enabled participants to learn industry basics, be interview ready, and earn valuable credit towards an associate degree. The goal of the training program is to provide these former waitresses, truck drivers, certified nurse aides and medical technicians an opportunity to enter the higher-paying field of fiber-optic technology. The course, designed with curriculum assistance from Connecticut companies, will provide education and training needed to qualify for an entry-level position in fiber-optic manufacturing. In addition to free tuition students enrolled in the program received all supplies needed for the course including textbooks, a scientific calculator and an optics experiment kit. Students also practiced fiber termination and splicing skills and were eligible to take the Fiber Optic Association Certification Test at the conclusion of the program. The cost for the test was also paid by the grant. Students met regularly with female employees of CiDRA who served as mentors for the 12- week program. Math and science tutoring was

  7. Positioning Continuing Education: Boundaries and Intersections between the Domains Continuing Education, Knowledge Translation, Patient Safety and Quality Improvement

    Science.gov (United States)

    Kitto, Simon; Bell, Mary; Peller, Jennifer; Sargeant, Joan; Etchells, Edward; Reeves, Scott; Silver, Ivan

    2013-01-01

    Public and professional concern about health care quality, safety and efficiency is growing. Continuing education, knowledge translation, patient safety and quality improvement have made concerted efforts to address these issues. However, a coordinated and integrated effort across these domains is lacking. This article explores and discusses the…

  8. Parent Education: Key to Successful Alternative Education Programs.

    Science.gov (United States)

    Buroker, Charles D.

    1993-01-01

    Examines the relationship between parental involvement and alternative education programs and reports results of a highly successful parent education program (Active Parenting) in Lima, Ohio. This video-based discussion program evinced high participant satisfaction, specifically encouraged 15 positive parenting behaviors, and discouraged some…

  9. 34 CFR 403.116 - How does a State allocate funds under the Postsecondary and Adult Vocational Education Programs?

    Science.gov (United States)

    2010-07-01

    ... and Adult Vocational Education Programs? 403.116 Section 403.116 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF... Secretary Assist Under the Basic Programs? Secondary, Postsecondary, and Adult Vocational Education Programs...

  10. European Union Directive Documents on Informal Continuous Education of Adults

    Directory of Open Access Journals (Sweden)

    Aldona Blažienė

    2011-04-01

    Full Text Available There are rapid economic and social changes happening in Lithuania. In order for people to adjust to new farming conditions, it is very important to acquire and use actual information, to gain new competences. Therefore the purpose of all educational measures is to create an efficient and harmonious continuous training and educational system which would be generally available, which would ensure that labour force meets the requirements of labour market and which provides an opportunity to lifelong learning. The most valuable products are actual information, knowledge, skills. Special attention should be drawn, to professional training and common education of all the employed. Knowledge in application of new technologies, learning about meeting the standards of quality, understanding environmental issues and importance of preserving landscape and cultural heritage, improving skills of initiativeness, business, and communication. Only continuous improvement of qualification and re-qualification can assure lasting activities. Without continuous and effective education of all the population, which is generally available and meets the demands of vast majority, successful development of Lithuanian Republic is impossible.

  11. Developing a Continuing Professional Development Program to Improve Nursing Practice in Lesotho.

    Science.gov (United States)

    Moetsana-Poka, Flavia; Lebaka, Makholu; McCarthy, Carey F

    2014-01-01

    In 2010, the Lesotho Ministry of Health and Social Welfare (MOHSW) issued the Continuing Education Strategy for all Health Care Workers in Lesotho, requiring professional regulatory bodies to enforce continuing education requirements amongst their members. In order to comply with this strategy, the Lesotho Nursing Council worked to develop a national comprehensive program for continuing professional development (CPD). Through a seed grant and technical assistance from the African Health Professions Regulatory Collaborative (ARC), national nursing and midwifery leadership collaboratively developed a national CPD framework. The draft CPD framework and logbook were formally vetted with stakeholders during consultative meetings held around the country. The CPD framework was successfully piloted prior to being launched nationally in October 2012. This is the first health professional CPD program in Lesotho. Development of a CPD program in Lesotho has created a platform to reconcile nursing practice with the legislative standards governing the workforce. The one-year grant timeframe, along with limited financial and staff resources limited presented implementation challenges. In establishing a comprehensive national CPD program, it is critical for countries to engage in a staged planning process that includes monitoring and evaluation.

  12. Factors associated with the effectiveness of continuing education in long-term care.

    Science.gov (United States)

    Stolee, Paul; Esbaugh, Jacquelin; Aylward, Sandra; Cathers, Tamzin; Harvey, David P; Hillier, Loretta M; Keat, Nancy; Feightner, John W

    2005-06-01

    This article examines factors within the long-term-care work environment that impact the effectiveness of continuing education. In Study 1, focus group interviews were conducted with staff and management from urban and rural long-term-care facilities in southwestern Ontario to identify their perceptions of the workplace factors that affect transfer of learning into practice. Thirty-five people were interviewed across six focus groups. In Study 2, a Delphi technique was used to refine our list of factors. Consensus was achieved in two survey rounds involving 30 and 27 participants, respectively. Management support was identified as the most important factor impacting the effectiveness of continuing education. Other factors included resources (staff, funding, space) and the need for ongoing expert support. Organizational support is necessary for continuing education programs to be effective and ongoing expert support is needed to enable and reinforce learning.

  13. Educational Programs and Services: Part II.

    Science.gov (United States)

    American Annals of the Deaf, 1981

    1981-01-01

    The journal section provided information on the programs offered, the students served, and the educational staff employed by U.S. and Canadian schools and classes for deaf children, deaf educators, and the deaf blind. (SB)

  14. Using Distance Education in Graduate Programs

    OpenAIRE

    Featherstone, Allen M.; Brummett, Lynnette M.

    2007-01-01

    There has been much hype around online education creating a revolution in education. Studies analyzing the use of distance education at the graduate level have been limited. This article uses Kansas State University's Master of Agribusiness program as a case study. Educational theory related to a distance environment is studied. Development and technology issues related to the Master of Agribusiness program are presented followed by survey information from students. Appropriate administrative...

  15. Innovative Educational Program: A New Edge of Education

    Science.gov (United States)

    Chong, L. L.; Lai, M. M.; Ong, H. B.; Tan, S. H.; Lan, N. T. P.

    Quality education program is always expected in order to produce competent and knowledgeable graduate to meet the demand from the employers` market. Despite the popularized of online education, in-class education programs are still remained as the core of the mode of education in present days. This study focuses on the learning outcome of innovative education programs and assesses the competitive advantages of those degrees as perceived by the employers. To define innovation education, it is best described as an innovative way of teaching in expanding students` critical thinking skills, personal leadership and entrepreneurial skills in building a pool of knowledge workers. Present findings indicate that with better technological skills, critical thinking and strong leadership, the prospect of these graduates are believed aplenty. Nevertheless, the efforts set up by higher education to train such graduates are a vital link to the quality of the innovative education programs.

  16. Mining reflective continuing medical education data for family physician learning needs.

    Science.gov (United States)

    Lewis, Denice Colleen; Pluye, Pierre; Rodriguez, Charo; Grad, Roland

    2016-04-06

    A mixed methods research (sequential explanatory design) studied the potential of mining the data from the consumers of continuing medical education (CME) programs, for the developers of CME programs. The quantitative data generated by family physicians, through applying the information assessment method to CME content, was presented to key informants from the CME planning community through a qualitative description study.The data were revealed to have many potential applications including supporting the creation of CME content, CME program planning and personal learning portfolios.

  17. Mining reflective continuing medical education data for family physician learning needs

    Directory of Open Access Journals (Sweden)

    Denice Colleen Lewis

    2016-04-01

    Full Text Available A mixed methods research (sequential explanatory design studied the potential of mining the data from the consumers of continuing medical education (CME programs, for the developers of CME programs. The quantitative data generated by family physicians, through applying the information assessment method to CME content, was presented to key informants from the CME planning community through a qualitative description study.The data were revealed to have many potential applications including supporting the creation of CME content, CME program planning and personal learning portfolios.

  18. Narratives of continued formation: meanings produced by Physical Education Teachers

    Directory of Open Access Journals (Sweden)

    André da Silva Mello

    2015-06-01

    Full Text Available It discusses the meanings given by 14 physical education teachers about their experiences with the continued formation process. It is a (auto biographical narrative research, which used focal groups and interviews as tools for compiling the data. The colaborators are six male teachers and eight female teachers of municipal networks from Serra, Vitoria and Viana municipalities in the metropolitan region of Vitória, ES. The analyzes indicate that the assigned meanings are related to the collective need to reorganize institutional provided formations in dialogue with the political interests of teachers and the specificity of Physical Education as a curriculum component. In general, teachers consider the formation focused on practice and in the teaching profession as those that best reflect their expectations. The practice appears as a know-how to be appropriate from continued formetion to be experienced in school; a knowledge that, when apprehended, is reframed to produce other experiences.

  19. Why invest in an educational fellowship program?

    Science.gov (United States)

    Searle, Nancy S; Hatem, Charles J; Perkowski, Linda; Wilkerson, LuAnn

    2006-11-01

    Expanding and refining the repertoire of medical school teaching faculty is required by the many current and changing demands of medical education. To meet this challenge academic medical institutions have begun to establish programs--including educational fellowship programs--to improve the teaching toolboxes of faculty and to empower them to assume leadership roles within both institutional and educational arenas. In this article, the authors (1) provide historical background on educational fellowship programs; (2) describe the prevalence and focus of these programs in North American medical schools, based on data from a recent (2005) survey; and (3) give a brief overview of the nine fellowship programs that are discussed fully in other articles in this issue of Academic Medicine. These articles describe very different types of educational fellowships that, nevertheless, share common features: a cohort of faculty members who are selected to participate in a longitudinal set of faculty development activities to improve participants' teaching skills and to build a cadre of educational leaders for the institution. Evaluation of educational fellowships remains a challenging issue, but the authors contend that one way to evaluate the programs' effectiveness is to look at the educational improvements that have been instigated by program graduates. The authors hope that the various program descriptions will help readers to improve their existing programs and/or to initiate new programs.

  20. Ignatius of Loyola on medical education. Or: Should today's Jesuits continue to run health sciences schools?

    Science.gov (United States)

    Welie, Jos V M

    2003-01-01

    There are present 28 Jesuit colleges and universities in the United States, which together offer more than 50 health sciences degree programs. But as the Society's membership is shrinking and the financial risks involved in sponsoring health sciences education are rising, the question arises whether the Society should continue to sponsor health sciences degree programs. In fact, at least eight Jesuit health sciences schools have already closed their doors. This paper attempts to contribute to the resolution of this urgent question by reexamining Ignatius own views on health sciences education and, more specifically, his prohibition of the Society's sponsoring medical education. It concludes on the basis of an historical analysis of Ignatius' views that there is insufficient support for today's Jesuits to maintain their engagement in medical and health care education.

  1. Online Continuing Education for Expanding Clinicians' Roles in Breastfeeding Support.

    Science.gov (United States)

    Edwards, Roger A; Colchamiro, Rachel; Tolan, Ellen; Browne, Susan; Foley, Mary; Jenkins, Lucia; Mainello, Kristen; Vallu, Rohith; Hanley, Lauren E; Boisvert, Mary Ellen; Forgit, Julie; Ghiringhelli, Kara; Nordstrom, Christina

    2015-11-01

    Lack of health professional support is an important variable affecting mothers' achievement of breastfeeding goals. Online continuing education is a recognized pathway for disseminating content for improving clinicians' knowledge and supporting efforts to change practices. At the time we developed our project, free, accredited continuing education for physicians related to breastfeeding management that could be easily accessed using portable devices (via tablets/smartphones) was not available. Such resources were in demand, especially for facilities pursuing designation through the Baby-Friendly Hospital Initiative. We assembled a government, academic, health care provider, and professional society partnership to create such a tutorial that would address the diverse content needed for supporting breastfeeding mothers postdischarge in the United States. Our 1.5-hour-long continuing medical and nursing education was completed by 1606 clinicians (1172 nurses [73%] and 434 physicians [27%]) within 1 year. More than 90% of nurses and over 98% of physicians said the tutorial achieved its 7 learning objectives related to breastfeeding physiology, broader factors in infant feeding decisions and practices, the American Academy of Pediatrics' policy statement, and breastfeeding management/troubleshooting. Feedback received from the tutorial led to the creation of a second tutorial consisting of another 1.5 hours of continuing medical and nursing education related to breast examination and assessment prior to delivery, provision of anticipatory guidance to pregnant women interested in breastfeeding, maternity care practices that influence breastfeeding outcomes, breastfeeding preterm infants, breastfeeding's role in helping address disparities, and dispelling common myths. The tutorials contribute to achievement of 8 Healthy People 2020 Maternal, Infant and Child Health objectives. © The Author(s) 2015.

  2. 34 CFR 403.115 - What appeal procedures must be established under the Secondary School Vocational Education Program?

    Science.gov (United States)

    2010-07-01

    ... Secondary School Vocational Education Program? 403.115 Section 403.115 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the...

  3. 34 CFR 403.113 - How does a State allocate funds under the Secondary School Vocational Education Program to area...

    Science.gov (United States)

    2010-07-01

    ... School Vocational Education Program to area vocational education schools and intermediate educational... (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED...? Secondary, Postsecondary, and Adult Vocational Education Programs § 403.113 How does a State allocate funds...

  4. 34 CFR 401.23 - Is the Secretary's decision not to make an award under the Indian Vocational Education Program...

    Science.gov (United States)

    2010-07-01

    ... the Indian Vocational Education Program subject to a hearing? 401.23 Section 401.23 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION INDIAN VOCATIONAL EDUCATION PROGRAM How Does the Secretary Make an Award? § 401.23 Is...

  5. Propuestas para la formación en educación en medios en profesores chilenos Criteria of Media Education Program for Chilean teachers: A proposal for Continuous Training

    Directory of Open Access Journals (Sweden)

    María del Mar de Fontcuberta Balaguer

    2009-03-01

    Full Text Available Este trabajo, desarrollado por un grupo de investigación chileno, expone los resultados de una investigación sobre la presencia de la educación en medios en el currículum de la enseñanza media chilena, los problemas que plantea y la formación y actitudes de los profesores de Lengua Castellana y Comunicación en ese ámbito. Para su análisis adopta las definiciones y parámetros contemplados por la UNESCO en Viena (1999 y Sevilla (2002 que indican, entre otros aspectos, que la educación en medios trata sobre la enseñanza y el aprendizaje «con» y «sobre» los medios, más que «a través» de los medios. El estudio concluye con una propuesta para implementar la formación continua de profesores en ese campo. The article explains the results of a research about Media Education in Chilean Secondary School curriculum, its problems, and training and attitudes of teachers of Spanish Language and Communication. The analysis applies definitions and parameters adopted by UNESCO in Viena (1999 and Seville (2002 which indicate that Media Education means to teach and learn «with»» and «about» media more than «through» media. It proposes a schedule for continuous training of teachers in this field.

  6. Education in Astronomy Through English Programs

    OpenAIRE

    鈴木, 右文

    2012-01-01

    The author is a member of an educational program funded by Kyushu University called “Developing a New Education Program in Studying Astronomy”. The program aims to promote basic knowledge of Science and Technology and refine the social interaction of students. His activities in the 2011 academic year included using a textbook on astrophysics with his English class, arranging a class meeting on astronomy in the Kyushu University summer program held at Pembroke College at the University of Camb...

  7. How Successful State Education Improvement Programs Work.

    Science.gov (United States)

    Odden, Allan; Anderson, Beverly

    1986-01-01

    States have created two types of educational improvement programs: school-based programs (engaging local school people in planning, problem-solving, and implementing strategies) and instructionally focused programs for bettering teacher and administrator skills. Successful programs progress through initiation, implementation, and…

  8. Global Health Education in US Pediatric Residency Programs.

    Science.gov (United States)

    Butteris, Sabrina M; Schubert, Charles J; Batra, Maneesh; Coller, Ryan J; Garfunkel, Lynn C; Monticalvo, David; Moore, Molly; Arora, Gitanjli; Moore, Melissa A; Condurache, Tania; Sweet, Leigh R; Hoyos, Catalina; Suchdev, Parminder S

    2015-09-01

    Despite the growing importance of global health (GH) training for pediatric residents, few mechanisms have cataloged GH educational opportunities offered by US pediatric residency programs. We sought to characterize GH education opportunities across pediatric residency programs and identify program characteristics associated with key GH education elements. Data on program and GH training characteristics were sought from program directors or their delegates of all US pediatric residency programs during 2013 to 2014. These data were used to compare programs with and without a GH track as well as across small, medium, and large programs. Program characteristics associated with the presence of key educational elements were identified by using bivariate logistic regression. Data were collected from 198 of 199 active US pediatric residency programs (99.5%). Seven percent of pediatric trainees went abroad during 2013 to 2014. Forty-nine programs (24.7%) reported having a GH track, 66.1% had a faculty lead, 58.1% offered international field experiences, and 48.5% offered domestic field experiences. Forty-two percent of programs reported international partnerships across 153 countries. Larger programs, those with lead faculty, GH tracks, or partnerships had significantly increased odds of having each GH educational element, including pretravel preparation. The number of pediatric residency programs offering GH training opportunities continues to rise. However, smaller programs and those without tracks, lead faculty, or formal partnerships lag behind with organized GH curricula. As GH becomes an integral component of pediatric training, a heightened commitment is needed to ensure consistency of training experiences that encompass best practices in all programs. Copyright © 2015 by the American Academy of Pediatrics.

  9. Is there a Core Curriculum across Higher Education Doctoral Programs?

    Directory of Open Access Journals (Sweden)

    Sydney Freeman Jr.

    2016-03-01

    Full Text Available Currently the study of higher education has been referred to as a multidisciplinary field. Consensus is continuing to evolve regarding both what is considered the appropriate coursework and the foundational knowledgebase of this field. The study of higher education is maturing and has the potential to transition from being seen as a field to being respected as an academic discipline. The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors with programs that required the completion of standardized coursework prior to beginning a dissertation. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.

  10. Effective learning environments – the process of creating and maintaining an online continuing education tool

    Directory of Open Access Journals (Sweden)

    Davies S

    2017-06-01

    Full Text Available Sharon Davies,1 Gianni Roberto Lorello,2 Kristi Downey,1 Zeev Friedman1 1Department of Anesthesia, Sinai Health System, University of Toronto, Toronto, ON, Canada; 2Department of Anesthesia, Sunnybrook Health Sciences Centre, University of Toronto, Toronto, ON, Canada Abstract: Continuing medical education (CME is an indispensable part of maintaining physicians’ competency. Since attending conferences requires clinical absenteeism and is not universally available, online learning has become popular. The purpose of this study is to conduct a retrospective analysis examining the creation process of an anesthesia website for adherence to the published guidelines and, in turn, provide an illustration of developing accredited online CME. Using Kern’s guide to curriculum development, our website analysis confirmed each of the six steps was met. As well, the technical design features are consistent with the published literature on efficient online educational courses. Analysis of the database from 3937 modules and 1628 site evaluations reveals the site is being used extensively and is effective as demonstrated by the participants’ examination results, content evaluations and reports of improvements in patient management. Utilizing technology to enable distant learning has become a priority for many educators. When creating accredited online CME programs, course developers should understand the educational principles and technical design characteristics that foster effective online programs. This study provides an illustration of incorporating these features. It also demonstrates significant participation in online CME by anesthesiologists and highlights the need for more accredited programs. Keywords: anesthesia, online, continuing medical education

  11. Essays on Education Programs in Developing Countries

    Science.gov (United States)

    He, Fang

    2010-01-01

    This dissertation evaluates programs seeking to address educational access and quality in developing countries. Chapter 1 examines the impact of two school feeding programs on enrollment in Sri Lanka. Chapter 2 assesses the relative productivity of several modes of implementing an Indian English education curriculum in India. Finally, chapter 3…

  12. A Conceptual Perspective of Teacher Education Programs.

    Science.gov (United States)

    Hatfield, Robert

    This model for a conceptual structure of teacher education programs is intended to codify and accumulate aspects of knowledge related to teacher education programs, and to identify available studies on the topic as well as to note problems that need further investigation. It seeks to provide an understanding of the dynamics and interactions of…

  13. Defining Professionalism in Teacher Education Programs

    Science.gov (United States)

    Creasy, Kim L.

    2015-01-01

    Professionalism and how it is to be acquired should be a focus of every teacher education program. Despite the significant role professionalism plays there is a lack of a universally accepted definition of professionalism in teacher education programs. This paper investigates "working definitions" of professionalism as they pertain to…

  14. 78 FR 6208 - Voluntary Education Programs

    Science.gov (United States)

    2013-01-30

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF DEFENSE Office of the Secretary 32 CFR Part 68 RIN 0790-AI50 Voluntary Education Programs AGENCY: Office of the... the Federal Register titled Voluntary Education Programs. Subsequent to the publication of that rule...

  15. 78 FR 51678 - Voluntary Education Programs; Correction

    Science.gov (United States)

    2013-08-21

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF DEFENSE 32 CFR Part 68 RIN 0790-AJ06 Voluntary Education Programs; Correction AGENCY: Office of the Under Secretary of... Education Programs. Subsequent to the publication of the proposed rule in the Federal Register, DoD...

  16. Continuing Professional Development Needs of Teachers in Schools for Competence-Based Vocational Education: A Case Study from The Netherlands

    Science.gov (United States)

    Seezink, Audrey; Poell, Rob F.

    2010-01-01

    Purpose: The purpose of this article is to help schools for vocational education determine teachers' continuing professional development needs associated with implementing competence-based education programs, so that these schools can develop better attuned HR policies. It investigates which elements from the cognitive apprenticeship model and…

  17. Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education

    Science.gov (United States)

    Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…

  18. Higher Education Leadership Graduate Program Development

    Science.gov (United States)

    Freeman, Sydney, Jr.; Chambers, Crystal Renée; Newton, Rochelle

    2016-01-01

    Graduate programs in higher education administration and leadership have sought to equip students with the knowledge, skills, and competencies for higher education leadership; that is, to prepare globally minded leaders who can navigate the internal and external demands of, and for, higher education. With the use of the Lattuca and Stark model of…

  19. An Educational Program of Mathematical Creativity

    Science.gov (United States)

    Petrovici, Constantin; Havârneanu, Geanina

    2015-01-01

    In this article we intend to analyze the effectiveness of an educational program of mathematical creativity, designed for learners aged 10 to 12 years, which has been implemented in an urban school of Iasi, Romania. This analysis has both a psycho-educational dimension and a statistical analysis one. The psycho-educational dimension refers to the…

  20. Improving English proficiency of post-graduate international nursing students seeking further qualifications and continuing education in foreign countries.

    Science.gov (United States)

    Chiang, Vico; Crickmore, Barbara-Lee

    2009-07-01

    Post-graduate international nursing students who seek continuing education are accepted by nursing programs in a number of Western countries. Teaching experience from an Australian school of nursing program reflected that although these students demonstrated the minimum English proficiency required by the university, advanced English and communication proficiency related to clinical practice was required when they received clinical placements in an unfamiliar environment.

  1. THE CONTINUING EDUCATION IN PROMOTING INCLUSION AND A NEW LOOK ON THE DOWN SYNDROME

    Directory of Open Access Journals (Sweden)

    Lilia Maria Moreira

    2010-07-01

    Full Text Available The Down Syndrome (DS is the main genetic disorder associated with mental disability. In spite of the advances in treatment and development possibilities with precocious intervention and actions of inclusion, there are still several prejudices involving DS, usually caused by lack of information. The aim of this paper was to evaluate the contributions of continued educative activities, executed in the program “Genetics Articulated with Society” in the deconstruction of social stigma. The methodological approach applied was the action-research as a strategy for transformation of socially constructed ideas associated to DS and genetical variation within the human populations. The intervention was executed by educational campaigns, lectures, discussion groups, workshops, group activities and establishment of partnership between participants. Changes in behavior observed at the end of activities, confirm the role of continuing education as factor of social transformation by spreading the knowledge and ethical reflections.

  2. Educator Language Ideologies and a Top-Down Dual Language Program

    Science.gov (United States)

    Fitzsimmons-Doolan, Shannon; Palmer, Deborah; Henderson, Kathryn

    2017-01-01

    Dual language bilingual education (DLBE) programs are framed to reflect pluralist discourses (de Jong, E. [2013]. "Policy Discourses and U.S. Language in Education Policies." "Peabody Journal of Education" 88 (1): 98-111) and affiliated language ideologies. The continued expansion of DLBE programs not surprisingly brings to…

  3. Resident continuity of care experience in a Canadian general surgery training program

    Science.gov (United States)

    Sidhu, Ravindar S.; Walker, G. Ross

    Objectives To provide baseline data on resident continuity of care experience, to describe the effect of ambulatory centre surgery on continuity of care, to analyse continuity of care by level of resident training and to assess a resident-run preadmission clinic’s effect on continuity of care. Design Data were prospectively collected for 4 weeks. All patients who underwent a general surgical procedure were included if a resident was present at operation. Setting The Division of General Surgery, Queen’s University, Kingston, Ont. Outcome measures Preoperative, operative and inhospital postoperative involvement of each resident with each case was recorded. Results Residents assessed preoperatively (before entering the operating room) 52% of patients overall, 20% of patients at the ambulatory centre and 83% of patients who required emergency surgery. Of patients assessed by the chief resident, 94% were assessed preoperatively compared with 32% of patients assessed by other residents ( p 0.1). Conclusions This study serves as a reference for the continuity of care experience in Canadian surgical programs. Residents assessed only 52% of patients preoperatively, and only 40% of patients had complete continuity of care. Factors such as ambulatory surgery and junior level of training negatively affected continuity experience. Such factors must be taken into account in planning surgical education. PMID:10526519

  4. Continuing midwifery education beyond graduation: Student midwives' awareness of continuous professional development.

    Science.gov (United States)

    Embo, M; Valcke, M

    2017-05-01

    Midwifery education plays an important role in educating graduates about engaging in continuous professional development (CPD) but there is a lack of empirical research analysing student midwives' awareness of CPD beyond graduation. We aimed to explore student midwives' awareness of the need to become lifelong learners and to map their knowledge of CPD activities available after graduation. Therefore, forty-seven reflective documents, written in the last week of student midwives' training programme, were analysed in a thematic way. Content analysis confirmed student midwives' awareness of the importance of CPD before graduation. They mentioned different reasons for future involvement in CPD and described both, formal and informal CPD-activities. Respondents were especially aware of the importance of knowledge, to a lesser degree of skills-training and still less of the potential value of the Internet for individual and collective learning. Respondents perceived a need for a mandatory preceptorship. Supporting learning guides were highly valued and the importance of reflection on CPD was well-established. This could have resulted from an integrated reflective learning strategy during education. Undergraduate midwives are aware of the importance of CPD and the interplay of formal and informal learning activities. Virtual learning requires special attention to overcome CPD challenges. Copyright © 2015 Elsevier Ltd. All rights reserved.

  5. A patient safety education program in a medical physics residency.

    Science.gov (United States)

    Ford, Eric C; Nyflot, Matthew; Spraker, Matthew B; Kane, Gabrielle; Hendrickson, Kristi R G

    2017-11-01

    Education in patient safety and quality of care is a requirement for radiation oncology residency programs according to accrediting agencies. However, recent surveys indicate that most programs lack a formal program to support this learning. The aim of this report was to address this gap and share experiences with a structured educational program on quality and safety designed specifically for medical physics therapy residencies. Five key topic areas were identified, drawn from published recommendations on safety and quality. A didactic component was developed, which includes an extensive reading list supported by a series of lectures. This was coupled with practice-based learning which includes one project, for example, failure modes and effect analysis exercise, and also continued participation in the departmental incident learning system including a root-cause analysis exercise. Performance was evaluated through quizzes, presentations, and reports. Over the period of 2014-2016, five medical physics residents successfully completed the program. Evaluations indicated that the residents had a positive experience. In addition to educating physics residents this program may be adapted for medical physics graduate programs or certificate programs, radiation oncology residencies, or as a self-directed educational project for practicing physicists. Future directions might include a system that coordinates between medical training centers such as a resident exchange program. © 2017 The Authors. Journal of Applied Clinical Medical Physics published by Wiley Periodicals, Inc. on behalf of American Association of Physicists in Medicine.

  6. Online Continuing Medical Education for the Latin American Nephrology Community.

    Science.gov (United States)

    Margolis, Alvaro; Gonzalez-Martinez, Francisco; Noboa, Oscar; Abbud-Filho, Mario; Lorier, Leticia; Nin, Marcelo; Silvariño, Ricardo; García, Sofía; Pefaur, Jacqueline; Greloni, Gustavo C; Noronha, Irene L; Lopez, Antonio; Ribeiro-Alves, María A; Tanús, Roberto; Fernández-Cean, Juan

    2015-01-01

    A continuing medical education (CME) course was implemented for Latin American nephrologists in 2013. The topic was Immunopathology in native and transplanted kidneys. The course was given in Spanish and Portuguese. The activities included a distance education seven-week asynchronous online modality with multiple educational strategies. Thirty hours of study workload were estimated to complete the course. Four hundred and ninety-eight physicians coming from 18 countries registered for the course; 442 of them participated in it. Of those who participated, 51% received a certificate of completion and 29% a certificate of participation. Sixty-five percent of registrants participated in the case discussions. Eighty-six percent were very satisfied and 13% were satisfied. Lack of time to devote to the course was the main limitation expressed (62%), while Internet access or difficulties in the use of technology were considered by only 12 and 6% of participants, respectively. There was a significant increase in knowledge between before and after the course; the average grade increased from 64 to 83%. In conclusion, technology-enabled education demonstrated potential to become an instrument for Latin American nephrologists.

  7. HEATING AND AIR CONDITIONING EDUCATIONAL PROGRAM.

    Science.gov (United States)

    Lennox Industries, Inc., Marshalltown, IA.

    INCREASED MOTIVATION, INCREASED INITIAL COMPREHENSION, AND INCREASED RETENTION ARE THE PRIME GOALS OF THE LENNOX HEATING AND AIR CONDITIONING EDUCATION PROGRAM. IT IS A COMPLETE PROGRAM WITH ALL THE TEACHING TOOLS REQUIRED TO PRODUCE A KNOWLEDGEABLE HEATING AND AIR-CONDITIONING INSTALLER OR SERVICE MAN. THIS INSTRUCTIONAL PROGRAM IS DESIGNED…

  8. International Space Programs. Aerospace Education III.

    Science.gov (United States)

    Bulmer, S. B.

    This book, one in the series on Aerospace Education III, is a collection of the diverse information available regarding the international space programs. The five goals listed for the book are: to examine the Soviet space program, to understand the future of Soviet space activity, to examine other national and international space programs, to…

  9. Historical Experiments and Science Education--From Conceptual Planning of Exhibitions to Continuing Education for Teachers

    Science.gov (United States)

    Teichmann, Juergen

    2015-01-01

    At the Deutsches Museum in München, we established in the department of education during more than 35 years a series of historical experiments and constructed apparatus for pedagogic purposes. We use these reproductions mainly for continuing teacher education within our department. At the exhibitions of the Deutsches Museum there exist many…

  10. Impact on Clinical Behavior of Face-to-Face Continuing Medical Education Blended with Online Spaced Education: A Randomized Controlled Trial

    Science.gov (United States)

    Shaw, Timothy; Long, Andrea; Chopra, Sanjiv; Kerfoot, B. Price

    2011-01-01

    Background: Spaced education (SE) is a novel, evidence-based form of online learning. We investigated whether an SE program following a face-to-face continuing medical education (CME) course could enhance the course's impact on providers' clinical behaviors. Methods: This randomized controlled trial was conducted from March 2009 to April 2010,…

  11. Evaluating Pain Education Programs: An Integrated Approach

    Directory of Open Access Journals (Sweden)

    Adam Dubrowski

    2011-01-01

    Full Text Available Evaluation of educational programs and assessment of learning are essential to maintain high-standard health science education, which includes pain education. Current models of program evaluations applied to the education of the health professions, such as the Kirkpatrick model, are mainly outcome based. More recently, efforts have been made to examine other process-based models such as the Context Input Process Product model. The present article proposes an approach that integrates both outcome- and process-based models with models of clinical performance assessment to provide a deeper understanding of a program function. Because assessment instruments are a critical part of program evaluation, it is suggested that standardization and rigour should be used in their selection, development and adaptation. The present article suggests an alternative to currently used models in pain education evaluation.

  12. A urinary incontinence continuing education online course for community health nurses in South Korea.

    Science.gov (United States)

    De Gagne, Jennie C; Park, Sunah; So, Aeyoung; Wu, Bei; Palmer, Mary H; McConnell, Eleanor S

    2015-04-01

    Although urinary incontinence is prevalent among older women living in rural Korea, a lack of awareness and education exists in this population and among health professionals. Geographic isolation and limited resources also contribute to having few educational offerings for rural nurses. The authors' aim was to develop an online continuing education course on continence care for community health nurses and to examine its effectiveness. A one-group, pretest-posttest design was used to detect changes in knowledge and attitudes after taking the online education course. Participant satisfaction was also measured at the end of the training. A significant improvement in knowledge and attitudes toward continence care was noted. More than 95% of participants responded that they would recommend the online program to other health care providers and indicated the program would be helpful regarding continence care in their practice. The continuing education online course is a feasible strategy to support rural community health nurses' learning to improve knowledge and attitudes toward urinary incontinence management and care. Copyright 2015, SLACK Incorporated.

  13. Strategies for Evaluating Complex Environmental Education Programs

    Science.gov (United States)

    Williams, V.

    2011-12-01

    Evidence for the effectiveness of environmental education programs has been difficult to establish for many reasons. Chief among them are the lack of clear program objectives and an inability to conceptualize how environmental education programs work. Both can lead to evaluations that make claims that are difficult to substantiate, such as significant changes in student achievement levels or behavioral changes based on acquisition of knowledge. Many of these challenges can be addressed by establishing the program theory and developing a logic model. However, claims of impact on larger societal outcomes are difficult to attribute solely to program activities. Contribution analysis may offer a promising method for addressing this challenge. Rather than attempt to definitively and causally link a program's activities to desired results, contribution analysis seeks to provide plausible evidence that can reduce uncertainty regarding the 'difference' a program is making to observed outcomes. It sets out to verify the theory of change behind a program and, at the same time, takes into consideration other influencing factors. Contribution analysis is useful in situations where the program is not experimental-there is little or no scope for varying how the program is implemented-and the program has been funded on the basis of a theory of change. In this paper, the author reviews the feasibility of using contribution analysis as a way of evaluating the impact of the GLOBE program, an environmental science and education program. Initially conceptualized by Al Gore in 1995, the program's implementation model is based on worldwide environmental monitoring by students and scientists around the globe. This paper will make a significant and timely contribution to the field of evaluation, and specifically environmental education evaluation by examining the usefulness of this analysis for developing evidence to assess the impact of environmental education programs.

  14. NASA's Astronomy Education Program: Reaching Diverse Audiences

    Science.gov (United States)

    Hasan, Hashima; Smith, Denise Anne; Hertz, Paul; Meinke, Bonnie

    2015-08-01

    An overview will be given of the rich programs developed by NASA to inject the science from it's Astrophysics missions into STEM activities targeted to diverse audiences. For example, Astro4Girls was started as a pilot program during IYA2009. This program partners NASA astrophysics education programs with public libraries to provide NASA-themed hands-on education activities for girls and their families, and has been executed across the country. School curricula and NASA websites have been translated in Spanish; Braille books have been developed for the visually impaired; programs have been developed for the hearing impaired. Special effort has been made to reach underrepresented minorities. Audiences include students, teachers, and the general public through formal and informal education settings, social media and other outlets. NASA Astrophysics education providers include teams embedded in its space flight missions; professionals selected though peer reviewed programs; as well as the Science Mission Directorate Astrophysics Education forum. Representative examples will be presented to demonstrate the reach of NASA education programs, as well as an evaluation of the effectiveness of these programs.

  15. Study on Java Programming Education

    OpenAIRE

    太田, 信宏

    2009-01-01

    The purpose of this study is to consider the content and key points for inclusion in a Java programming course for beginners. The Java programming language has a variety of functions and has the largest application field of all such languages, containing many themes that are appropriate for any such programming course. The multifunctional and wide-ranging functions of Java, however, may actually act as a barrier to study for beginners. The core content of a programming class for beginners sho...

  16. ICT energy efficiency in higher education. Continuous measurement and monitoring

    Energy Technology Data Exchange (ETDEWEB)

    Ter Hofte, H. [Novay, Enschede (Netherlands)

    2011-11-15

    Power consumption of information and communications technology (ICT) is rising rapidly worldwide. Reducing (the growth in) energy demand helps to achieve sustainability goals in the area of energy resource depletion, energy security, economy, and ecology. Various governments and industry consortia have set out policies and agreements to reduce the (growth in) demand for energy. In the MJA3 agreements in the Netherlands, various organizations, including all 14 universities and 39 universities of applied sciences pledged to achieve 30% increase in energy efficiency in 2020 compared to 2005. In this report, we argue that using the number of kilowatt-hours of final electricity used for ICT per enrolled student per day (kWh/st/d), should be used as the primary metric for ICT energy efficiency in higher education. For other uses of electricity than ICT in higher education, we express electricity use in kilowatthours per person per day (kWh/p/d). Applying continuous monitoring and management of ICT energy is one approach one could take to increase ICT energy efficiency in education. In households, providing direct (i.e. real-time) feedback about energy use typically results in 5-15% energy savings, whereas indirect feedback (provided some time after consumption occurs), results in less energy savings, typically 0-10%. Continuous measurement of ICT electricity use can be done in a variety of ways. In this report, we distinguish and describe four major measurement approaches: (1) In-line meters, which require breaking the electrical circuit to install the meter; (2) clamp-on-meters, which can be wrapped around a wire; (3) add-ons to existing energy meters, which use analog or digital ports of existing energy meters; (4) software-only measurement, which uses existing network interfaces, protocols and APIs. A measurement approach can be used at one or more aggregation levels: at building level (to measure all electrical energy used in a building, e.g. a datacenter); at

  17. Storytelling: a care technology in continuing education for active ageing.

    Science.gov (United States)

    Costa, Nadia Pinheiro da; Polaro, Sandra Helena Isse; Vahl, Eloá Aparecida Caliari; Gonçalves, Lucia Hisako Takase

    2016-01-01

    assessing relevance and effectiveness of care/educational technology in the form of "storytelling" as a strategy in the cultivation of active ageing (AA) for elderly users of a Basic Health Unit (BHU), from the Amazon region. convergent care research (CCR) held in a BHU in Belém, state of Pará, with eight elderly ladies for testing this technology. An active ageing assessment questionnaire and WHOQOL-BREF - quality of life assessment were applied. After training with a view to continuing education, elderly ladies told stories for an audience that addressed the question: "What did you learn from it for your life?" tThe popular stories elicited reactions from which the following categories emerged: solidarity; respect for the other; imagination, dreams, hopes and culture of the Amazonian. This practice had a positive result, producing changes in the quality of life of the elderly, particularly in the psychological domain. "storytelling" proved to be an innovative technology, a relevant and effective resource in health education, especially for active ageing.

  18. [Continuum, the continuing education platform based on a competency matrix].

    Science.gov (United States)

    Ochoa Sangrador, C; Villaizán Pérez, C; González de Dios, J; Hijano Bandera, F; Málaga Guerrero, S

    2016-04-01

    Competency-Based Education is a learning method that has changed the traditional teaching-based focus to a learning-based one. Students are the centre of the process, in which they must learn to learn, solve problems, and adapt to changes in their environment. The goal is to provide learning based on knowledge, skills (know-how), attitude and behaviour. These sets of knowledge are called competencies. It is essential to have a reference of the required competencies in order to identify the need for them. Their acquisition is approached through teaching modules, in which one or more skills can be acquired. This teaching strategy has been adopted by Continuum, the distance learning platform of the Spanish Paediatric Association, which has developed a competency matrix based on the Global Paediatric Education Consortium training program. In this article, a review will be presented on the basics of Competency-Based Education and how it is applied in Continuum. Copyright © 2015 Asociación Española de Pediatría. Published by Elsevier España, S.L.U. All rights reserved.

  19. In situ simulation in continuing education for the health care professions: a systematic review.

    Science.gov (United States)

    Rosen, Michael A; Hunt, Elizabeth A; Pronovost, Peter J; Federowicz, Molly A; Weaver, Sallie J

    2012-01-01

    Education in the health sciences increasingly relies on simulation-based training strategies to provide safe, structured, engaging, and effective practice opportunities. While this frequently occurs within a simulation center, in situ simulations occur within an actual clinical environment. This blending of learning and work environments may provide a powerful method for continuing education. However, as this is a relatively new strategy, best practices for the design and delivery of in situ learning experiences have yet to be established. This article provides a systematic review of the in situ simulation literature and compares the state of the science and practice against principles of effective education and training design, delivery, and evaluation. A total of 3190 articles were identified using academic databases and screened for descriptive accounts or studies of in situ simulation programs. Of these, 29 full articles were retrieved and coded using a standard data extraction protocol (kappa = 0.90). In situ simulations have been applied to foster individual, team, unit, and organizational learning across several clinical and nonclinical areas. Approaches to design, delivery, and evaluation of the simulations were highly variable across studies. The overall quality of in situ simulation studies is low. A positive impact of in situ simulation on learning and organizational performance has been demonstrated in a small number of studies. The evidence surrounding in situ simulation efficacy is still emerging, but the existing research is promising. Practical program planning strategies are evolving to meet the complexity of a novel learning activity that engages providers in their actual work environment. Copyright © 2012 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  20. Continuing education programme - Victorian Institute of Forensic Medicine.

    Science.gov (United States)

    Gall, J A; Ranson, D L

    1998-09-01

    With the increasing requirement of the courts for forensic experts to engage in ongoing education, a continuing education programme (CEP) was developed in the field of clinical forensic medicine at the Victorian Institute of Forensic Medicine in 1996. This programme has been described and was initially established to provide a means of education for the contracted forensic medical officers who provide forensic services to the police via the Institute throughout the State of Victoria. Owing to the sparsity of the population and the considerable distances between forensic practitioners, the CEP was designed to cater for individuals who are working alone: in effect, a distance education programme. Forensic pathologists expressed interest in the programme and it was subsequently modified to include forensic pathology cases. Currently, the programme caters for both clinicians and pathologists, and takes the form of four to five cases with related questions which are circulated several times per year. The cases include a mixture of both challenging and ordinary procedural types that may present to practitioners working in either clinical forensic medicine or forensic pathology, or both. The areas covered include: * injury interpretation * procedural matters in relation to adult and child sexual and physical assault * pharmacology/toxicology interpretation of findings * medico-legal issues (e.g. confidentiality, consent, etc.) * issues relating to alcohol and drugs * traffic medicine * clinical and legal aspects of sudden natural death * suspicious deaths * suicide * interpretation of findings at autopsy * fitness for interview * fitness to plead * psychiatric issues * general clinical medical issues. The presentation of each case includes relevant and appropriate details/findings and may include photographs. A series of questions follow which are answered in either short answer or multiple-choice format. The answers are returned and are correlated by a review panel of

  1. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    Science.gov (United States)

    Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

    2017-06-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the American Association of Physics Teachers (AAPT), has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012-2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.

  2. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    Directory of Open Access Journals (Sweden)

    Rachel E. Scherr

    2017-02-01

    Full Text Available Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC, led by the American Physical Society (APS and the American Association of Physics Teachers (AAPT, has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012–2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.

  3. 38 CFR 21.5230 - Programs of education.

    Science.gov (United States)

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Programs of education. 21...) VOCATIONAL REHABILITATION AND EDUCATION Post-Vietnam Era Veterans' Educational Assistance Under 38 U.S.C. Chapter 32 Programs of Education § 21.5230 Programs of education. (a) Approving the selected program of...

  4. 49 CFR 655.14 - Education and training programs.

    Science.gov (United States)

    2010-10-01

    ... OPERATIONS Program Requirements § 655.14 Education and training programs. Each employer shall establish an employee education and training program for all covered employees, including: (a) Education. The education... 49 Transportation 7 2010-10-01 2010-10-01 false Education and training programs. 655.14 Section...

  5. 28 CFR 544.52 - Levels of Occupational Education Programs.

    Science.gov (United States)

    2010-07-01

    ... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Levels of Occupational Education Programs... MANAGEMENT EDUCATION Occupational Education Programs § 544.52 Levels of Occupational Education Programs. Occupational education programs are offered at the certificate level and the classroom level. Each level may...

  6. Modern aspects of the use of information technology in the system of continuing education

    OpenAIRE

    Khаitov Rizamat Shonazarovich

    2015-01-01

    The article deals with the use of information technology in continuing education, listing the legislative documents for computerization and development of information technologies in Uzbekistan and identifying opportunities for their use in continuing education.

  7. Entrepreneurship in continuing dental education: a dental school perspective.

    Science.gov (United States)

    Liberto, Vincent N

    2005-01-01

    The definition of continuing dental education is presented, along with its benefits to the profession. The preeminence of dental schools in providing lifelong learning opportunities and freedom from commercial involvement that existed even twenty years ago has changed. Less than a quarter of CE takes place in school, and the focus there is increasingly on material with deep scientific background and hands-on learning. The newest innovations and those with the greatest commercial potential are taught elsewhere. Proposed changes in the ADA CERP standards would take on a "purist" approach that could place dental schools at a severe disadvantage while allowing "for profit" institutes to flourish and thus further undermine the role dental schools can play in providing quality professional development experiences.

  8. Comprehensive Training of Engineering Students through Continuing Education

    Directory of Open Access Journals (Sweden)

    Miguel Reynoso Flores

    2014-01-01

    Full Text Available This paper addresses a priority for student training in general and particularly for future engineers. Although this issue has been frequently addressed in recent years, proposals are still insufficient for engineering students. This paper is aimed at theoretically and empirically demonstrating the potential of continuing education as one of the key areas that engineering schools have for the comprehensive training of students. Preliminary results of a research project commissioned by the School of Mechanical and Electrical Engineering (Facultad de Ingeniería Mecánica y Electrica-FIME of Universidad Autónoma de Nuevo León, Mexico, are presented to respond to the need to improve the learning process of students with a comprehensive approach. The research justification and some of the results obtained in the exploratory phase are also described.

  9. [Continuing Medical Education in Germany - mandatory and voluntary obligations].

    Science.gov (United States)

    Böthin, Elke

    2013-01-01

    After 1945 the common medical training infrastructure was broken up into two different political systems. While in the Federal Republic of Germany the structure was based on physicians' self-governance, in the German Democratic Republic medical professional structures were organised by the government. After the unification of the two German states, which took place on October 3, 1990, the centralistic structure was replaced by the system of physician self-governance. Before January 1, 2004, continuing medical education (CME) in West Germany relied on a system of voluntary obligations. In East Germany, though, professional CMEs were compulsory; they were called "obligatorische periphere Fortbildung." Based on 15 expert interviews on the topic of "CME in Germany", the different circumstances and conditions were analysed taking account of the historical background. Only selected professionals with experience in both German states (one with a federal, the other with a centralistic system), were chosen for the survey. Copyright © 2013. Published by Elsevier GmbH.

  10. Continuing dental education on the World Wide Web.

    Science.gov (United States)

    Johnson, Lynn A

    2002-07-01

    Continuing dental education (CDE) courses delivered on the World Wide Web (Web CDE) offer numerous advantages over traditional CDE; however, two major issues--location of suitable courses and course quality--need resolution. Locating high-quality courses is difficult due to the lack of the standardized metadata that allows search engines to match courses to practitioners' needs. Web directories created by professional organizations are beginning to show promise, but require further development. Search engines and Web directories are discussed and improvements currently underway summarized. Course quality remains a highly significant concern. A national effort to create Web CDE course quality standards is underway that includes proposed standards. These proposed standards are summarized and used to comment on the current state of Web CDE courses. Examples are given when possible. Three emerging Web CDE technologies and a look to the future of Web CDE are discussed.

  11. Continuing medical education and burnout among Danish GPs

    DEFF Research Database (Denmark)

    Brøndt, Anders; Sokolowski, Ineta; Olesen, Frede

    2008-01-01

    BACKGROUND: There has been minimal research into continuing medical education (CME) and its association with burnout among GPs. AIM: The aim of this study was to investigate the association between participating in CME and experiencing burnout in a sample of Danish GPs. DESIGN OF STUDY: Cross......-sectional questionnaire study. SETTING: All 458 active GPs in 2004, in the County of Aarhus, Denmark were invited to participate. METHOD: Data on CME activities were obtained for all GPs and linked to burnout which was measured using the Maslach Burnout Inventory - Human Services Survey. The relationship between CME...... activity and burnout was calculated as prevalence ratios (PR) in a generalised linear model. RESULTS: In total, 379 (83.5%) GPs returned the questionnaire. The prevalence of burnout was about 25%, and almost 3% suffered from 'high burnout'. A total of 344 (92.0%) GPs were members of a CME group...

  12. The Changing Nature of Educational Technology Programs

    Science.gov (United States)

    Spector, J. Michael

    2015-01-01

    The many changes in educational technologies have been well documented in both the professional and popular literature. What is less well documented is the changing nature of programs that prepare individuals for careers in the broad multi-disciplinary field of educational technology. This article is a first attempt to look at how educational…

  13. Individual Educational Programs for Handicapped Learners

    Science.gov (United States)

    Hasbargen, Arthur; Hasbargen, Janet L.

    1978-01-01

    Public Law 94-142, the Education for All Handicapped Children Act, will require home economics teachers to participate in preparing individual educational programs for their handicapped students. The article gives requirements of the law and an example of a teacher-made check list for bathroom skills. (MF)

  14. Using QR codes for continuous assessment in higher education

    Directory of Open Access Journals (Sweden)

    Virginia Jiménez Rodríguez

    2016-10-01

    Full Text Available The implementation of information and communications technology (ICT in education has accelerated in recent years. At university level educational platforms that provide access to the contents of different subjects are used, as well as on-line communication between teachers and students. This project intended to improve teacher quality and motivation and satisfaction in 1st grade students, through the insertion of new ICT tools [forms Google and QR codes (quick response codes] that allow students the continuous assessment of their own learning, with particular emphasis on the application of metacognitive strategies for problem solving. It was conducted during the academic year 2014-2015 in the subject of Basic Psychology (practices. The subject Basic Psychology is taught in 1st Degree of Social Work at the Complutense University of Madrid. It consists of six ECTS (European Credit Transfer and Accumulation System credits and as such, students receive two hours of lecture and practical class one hour each week. It was during the weekly hour of practice which was carried out this innovation project.

  15. Mandatory continuing professional education in pharmacy: the Singapore experience.

    Science.gov (United States)

    Ang, Hui-Gek; Pua, Yong-Hao; Subari, Nur Azah

    2013-08-01

    Mandatory Continuing Professional Education (CPE) for the renewal of pharmacists' practising certificate was implemented in Singapore in 2008 OBJECTIVE: To study pharmacists' perceptions and attitudes about the impact of mandatory CPE in Singapore. Singapore. Internet-based questionnaire survey, conducted between May and June 2011. Pharmacists' perceptions and attitudes toward mandatory CPE and the perceived difficulty in fulfilling the CPE requirements. The overall survey response rate was 52 % (840/1,609). Of the respondents, 32 % were non-practising, 49 % were practising in patient care areas, and 19 % were practising in non-patient care areas. More than half the pharmacists agreed that mandatory CPE (1) enhanced or increased their knowledge base and skills (70 %; 95 % CI 67-73 %), (2) motivated them to continually learn (64 %; 95 % CI, 60-67 %), and (3) motivated them to reflect on their professional practice or work (58 %; 95 % CI, 54-61 %). Mandatory CPE was not perceived to enhance or increase employability. Non-practising pharmacists appeared to have the greatest difficulty meeting the CPE requirements. In general, pharmacists value mandatory CPE more for positive professional reasons than for employability reasons. The survey results may serve as useful baseline data for future studies of pharmacists' perceptions and attitudes toward CPE in Singapore.

  16. Nurses' attitudes toward continuing formal education: a comparison by level of education and geography.

    Science.gov (United States)

    Altmann, Tanya K

    2012-01-01

    The education of nurses has an influence on patient safety and outcomes, the nursing shortage, the faculty shortage, and nurses' attitudes and actions. This article reports on a dissertation study designed to examine the attitudes of nurses, initially registered with an associate degree or diploma in nursing, toward continuing formal education. Actively licensed registered nurses in the eastern and western United States (n=535) participated. The main finding of this study was that, although nurses held positive attitudes overall, attitudes ranked barely above neutral. The findings suggest that work needs to be done to improve nurses' attitudes toward continuing formal education and research needs to be undertaken to understand what would entice nurses back to school. Implications for nursing practice and education are discussed along with suggestions for future research.

  17. Computer Education in Dental Laboratory Technology Programs.

    Science.gov (United States)

    Rogers, William A.; Hawkins, Robert Ross

    1991-01-01

    A 1990 survey of 37 dental technology programs investigated 3 areas of computer use: current and anticipated general computer education courses; incorporation of computer applications into technology and management courses; and faculty use of the computer. Most programs are beginning to expand use of technology. (MSE)

  18. 78 FR 49382 - Voluntary Education Programs

    Science.gov (United States)

    2013-08-14

    ... program; earn an equivalency diploma, improve their academic skills or level of literacy, enroll in career... use unfair, deceptive, and abusive recruiting practices; and provide academic and student support... education programs is to provide active duty Service members with opportunities to enhance their academic...

  19. Strategies for Programmed Instruction: An Educational Technology.

    Science.gov (United States)

    Hartley, J., Ed.

    The purpose of this book is to compare, contrast, and evaluate various strategies of programed instruction (PI). The underlying view is that programed instruction implies a systematic methodological approach to education and training, an approach which bases its decisions on facts rather than value judgements. Several strategies for task analysis…

  20. Program Development Project in International Teacher Education.

    Science.gov (United States)

    Towson State Coll., MD.

    In the past two years, the Department of Early Childhood Teacher Education at Towson State College has completed phases of program development in studies abroad in four countries--England, Israel, Mexico, and Australia. An essential element of the program is a strategy of progressive development. It is characterized by a preparatory phase in which…

  1. Common Standards for Career Education Programs

    Science.gov (United States)

    Missouri Department of Elementary and Secondary Education, 2012

    2012-01-01

    The Office of College and Career Readiness has developed the "Common Standards for Career Education Programs." The six common standards are: (1) Program Management and Planning; (2) Curriculum; (3) Instruction; (4) Professional Development; (5) Career and Technical Student Organizations; and (6) Instructional Facilities and Equipment.…

  2. Cleveland Bilingual Education Program: Title VII ESEA.

    Science.gov (United States)

    Halasa, Ofelia

    This 1974-75 evaluation report of the Title VII Cleveland Bilingual Education Program discusses the degree to which process objectives were implemented and product objectives attained, and the impressions of project and school staff and parents. The goals of the bilingual program were to develop the ability to communicate and function in Spanish…

  3. Developing Effective Virtual Education Programs. The Informed Educator Series

    Science.gov (United States)

    Clarke, Suzanne

    2007-01-01

    This "Informed Educator" provides a snapshot of the current state of virtual education at the elementary and secondary levels. A number of critical factors are addressed, including: (1) the types of online courses and schools now available; (2) virtual program providers-- institutional, school, district, state, consortia and private…

  4. Organization and Management of Continuing Education in German and Finnish Universities

    Science.gov (United States)

    Zawacki-Richter, Olaf; Knust, Michaela; Hanft, Anke

    2009-01-01

    In 2006, an international comparison study investigated the organization and management of university continuing education (UCE). The Finnish continuing education system proved to be especially advanced in this study. On the other hand, it became clear that Germany was still lagging behind in continuing education. In this article, German and…

  5. RESEARCH AND EDUCATIONAL PANORAMA OF MODERNIZATION OF TRAINING TEACHERS OF CONTINUOUS VOCATIONAL EDUCATION

    OpenAIRE

    E. M. Dorozhkin; E. F. Zeer; V. Ya. Shevchenko

    2017-01-01

    Introduction. Nowadays, there is no evidence-based strategy of upgrade of system of preparation of pedagogical personnel for continuous professional education in the Russian Federation. At the same time, scientists recognize that smoothly running regular high-quality replenishment of education by the skilled heads and teachers having fundamental psychology and pedagogical knowledge and being specialists in one of economic industries has crucial importance for successful development of post-in...

  6. Effective learning environments - the process of creating and maintaining an online continuing education tool.

    Science.gov (United States)

    Davies, Sharon; Lorello, Gianni Roberto; Downey, Kristi; Friedman, Zeev

    2017-01-01

    Continuing medical education (CME) is an indispensable part of maintaining physicians' competency. Since attending conferences requires clinical absenteeism and is not universally available, online learning has become popular. The purpose of this study is to conduct a retrospective analysis examining the creation process of an anesthesia website for adherence to the published guidelines and, in turn, provide an illustration of developing accredited online CME. Using Kern's guide to curriculum development, our website analysis confirmed each of the six steps was met. As well, the technical design features are consistent with the published literature on efficient online educational courses. Analysis of the database from 3937 modules and 1628 site evaluations reveals the site is being used extensively and is effective as demonstrated by the participants' examination results, content evaluations and reports of improvements in patient management. Utilizing technology to enable distant learning has become a priority for many educators. When creating accredited online CME programs, course developers should understand the educational principles and technical design characteristics that foster effective online programs. This study provides an illustration of incorporating these features. It also demonstrates significant participation in online CME by anesthesiologists and highlights the need for more accredited programs.

  7. Developing effective cancer pain education programs.

    Science.gov (United States)

    Martin, Michelle Y; Pisu, Maria; Kvale, Elizabeth A; Johns, Shelley A

    2012-08-01

    Pain is prevalent, burdensome, and undertreated in individuals with cancer across the disease trajectory. Providing patients and family caregivers with psychosocial support and education to manage cancer pain is a core component of quality care that can result in significant clinical benefit. In this review, we: (1) outline an approach for developing and assessing the effectiveness of education programs for adults with cancer pain; (2) discuss considerations for tailoring programs to the needs of diverse populations and those with limited health literacy skills; (3) describe the resource needs and costs of developing a program; (4) highlight innovative approaches to cancer pain education. We conclude with recommendations for future research and the next generation of educational interventions.

  8. 49 CFR 452.9 - Elements of a continuous examination program.

    Science.gov (United States)

    2010-10-01

    ... 49 Transportation 6 2010-10-01 2010-10-01 false Elements of a continuous examination program. 452.9 Section 452.9 Transportation Other Regulations Relating to Transportation (Continued) COAST GUARD... Elements of a continuous examination program. (a) Examinations required by § 452.7 must conform to the...

  9. Historical continuities in the education policy discourses of the ...

    African Journals Online (AJOL)

    Hennie

    that the ANC's education policy discourse displayed an inclination for a liberal academic form of education, similar to that ... Night School Movement in 1925, marked the sum total of ..... integration of education and training, and a greater.

  10. Bilingualism and Bilingual Education Programs.

    Science.gov (United States)

    Gutierrez, Medardo

    1972-01-01

    The bilingual is an individual who straddles and/or links, to a greater or lesser degree, two or more languages and cultures. The degree of language and cultural dominance can vary from individual to individual, and bilingual programs must take this variety into consideration. This paper considers some of the varying degrees of bilingual…

  11. The PhysTEC Teacher Education Program at FIU

    Science.gov (United States)

    Kramer, Laird

    2010-10-01

    The FIU PhysTEC Project is an integral component of the Physics Department's educational transformation that has led to more than a ten-fold increase in majors. The transformation seeks to increase the quality and quantity of physics majors and future physics teachers, including those from historically underrepresented groups. Elements of the efforts include transformed introductory physics courses, establishment of a physics research and learning community, engagement of stakeholders spanning high school through the university administration, and advocacy by a physics education research group. The PhysTEC Project supports future physics teachers through a Learning Assistant program coupled to newly revised secondary education programs. The Learning Assistant program is an experiential program that recruits new students into teaching careers while providing a mechanism for transforming courses - undergraduates experience the rewards and intellectual challenges of teaching through providing interactive engagement learning experiences for their peers in introductory physics courses. Students that continue in the program enroll in a multidisciplinary teacher preparation program and may receive significant financial support. FIU is a minority-serving urban public research institution in Miami, Florida serving over 39,000 students, of which 64% are Hispanic, 13% are Black, and 56% are women. Programmatic strategies and impacts of the program will be provided.

  12. [Continuous nursing education to improve the quality of health care].

    Science.gov (United States)

    Fumić, Nera; Marinović, Marin; Brajan, Dolores

    2014-10-01

    Health care and today's medical and technical achievements and approved standards of treatment provide comprehensive quality, safety and traceability of medical procedures respecting the principles of health protection. Continuous education improves the quality of nursing health care and increases the effectiveness of patient care, consequently maintaining and enhancing patient safety. Patient health problems impose the need of appropriate, planned and timely nursing care and treatment. In providing quality nursing care, attention is focused on the patient and his/her needs in order to maintain and increase their safety, satisfaction, independence and recovery or peaceful death, so the health and nursing practices must be systematized, planned and based on knowledge and experience. Health and nursing care of patients at risk of developing acute and chronic wounds or already suffering from some form of this imply preventive measures that are provided through patient education, motivation, monitoring, early recognition of risk factors and causes, and reducing or removing them through the prescribed necessary medical treatment which is safe depending on the patient health status. Except for preventive measures, nursing care of patients who already suffer from some form of acute or chronic wounds is focused on the care and treatment of damaged tissue by providing appropriate and timely diagnosis, timely and proper evaluation of the wound and patient general status, knowledge and understanding of the wide range of local, oral and parenteral therapy and treatment, aiming to increase patient safety by preventing progression of the patient general condition and local wound status and reducing the possibility of developing infection or other complications of the underlying disease. In the overall patient management, through nursing process, medical interventions are implemented and aimed to maintain and optimize health status, prevent complications of existing diseases and

  13. Educational needs of family physicians in the domains of health and conformity with continuing education in Fasa University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    NAHID ZARIF SANAIEY

    2015-04-01

    Full Text Available Introduction: Assessment and prioritization are the first steps of planning. According to the family physician’s idea, evaluating programs in order to improve them is one of the necessities of promoting quality and increases the efficiency and effectiveness of continuing education. This study aimed to determine family physicians’ educational needs regarding health and its applicability in continuous medical education in Fasa University of Medical Sciences. Methods: In this cross-sectional study, viewpoints of 45 general physicians working at Fasa University of Medical Sciences in 2013 were studied. Samples were selected through census. Data collection was done using a researcher-made questionnaire using 10-point Likert scale and a checklist with Delphi technique. Content validity of the questionnaire and its reliability were confirmed by the experts’ opinion and Cronbach’s alpha of 80%. The data were analyzed through SPSS software version 16, using both descriptive and inferential statistics (mean and standard deviation, standard score (SQ, t-test, ANOVAs. A significance level of 0.05. The most educational conformity with continuing education was in the diseases area (topic 27%, content 37%. In the areas of environmental and professional health and health education, compliance was zero. Conclusions: The physicians stated that mental health was the first educational need and environmental and professional health was the last one. According to the results, proper continuing medical programs should be coordinated with educational needs.

  14. 6 CFR 17.400 - Education programs or activities.

    Science.gov (United States)

    2010-01-01

    ... 6 Domestic Security 1 2010-01-01 2010-01-01 false Education programs or activities. 17.400 Section... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 17.400 Education programs or...

  15. 43 CFR 41.400 - Education programs or activities.

    Science.gov (United States)

    2010-10-01

    ... 43 Public Lands: Interior 1 2010-10-01 2010-10-01 false Education programs or activities. 41.400... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 41.400 Education programs or...

  16. 40 CFR 5.400 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Education programs or activities. 5.400... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 5.400 Education programs or...

  17. 45 CFR 618.400 - Education programs or activities.

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 3 2010-10-01 2010-10-01 false Education programs or activities. 618.400 Section... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.400 Education programs or...

  18. 28 CFR 54.400 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Education programs or activities. 54.400... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 54.400 Education programs or activities...

  19. 10 CFR 1042.400 - Education programs or activities.

    Science.gov (United States)

    2010-01-01

    ... 10 Energy 4 2010-01-01 2010-01-01 false Education programs or activities. 1042.400 Section 1042... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 1042.400 Education programs or activities. (a...

  20. 14 CFR 1253.400 - Education programs or activities.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 5 2010-01-01 2010-01-01 false Education programs or activities. 1253.400... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 1253.400 Education programs...

  1. 22 CFR 146.400 - Education programs or activities.

    Science.gov (United States)

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Education programs or activities. 146.400... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 146.400 Education programs or activities...

  2. 22 CFR 229.400 - Education programs or activities.

    Science.gov (United States)

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Education programs or activities. 229.400... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 229.400 Education programs or activities...

  3. 31 CFR 28.400 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 31 Money and Finance: Treasury 1 2010-07-01 2010-07-01 false Education programs or activities. 28... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 28.400 Education programs or...

  4. 49 CFR 25.400 - Education programs or activities.

    Science.gov (United States)

    2010-10-01

    ... 49 Transportation 1 2010-10-01 2010-10-01 false Education programs or activities. 25.400 Section... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 25.400 Education programs or activities...

  5. 18 CFR 1317.400 - Education programs or activities.

    Science.gov (United States)

    2010-04-01

    ... 18 Conservation of Power and Water Resources 2 2010-04-01 2010-04-01 false Education programs or... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 1317.400 Education programs...

  6. 45 CFR 86.31 - Education programs or activities.

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 1 2010-10-01 2010-10-01 false Education programs or activities. 86.31 Section 86... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 86.31 Education programs or...

  7. 41 CFR 101-4.400 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 41 Public Contracts and Property Management 2 2010-07-01 2010-07-01 true Education programs or... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 101-4.400 Education programs or activities. (a...

  8. 15 CFR 8a.400 - Education programs or activities.

    Science.gov (United States)

    2010-01-01

    ... 15 Commerce and Foreign Trade 1 2010-01-01 2010-01-01 false Education programs or activities. 8a... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 8a.400 Education programs or...

  9. 34 CFR 106.31 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Education programs or activities. 106.31 Section 106.31... EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 106...

  10. Employing subgoals in computer programming education

    Science.gov (United States)

    Margulieux, Lauren E.; Catrambone, Richard; Guzdial, Mark

    2016-01-01

    The rapid integration of technology into our professional and personal lives has left many education systems ill-equipped to deal with the influx of people seeking computing education. To improve computing education, we are applying techniques that have been developed for other procedural fields. The present study applied such a technique, subgoal labeled worked examples, to explore whether it would improve programming instruction. The first two experiments, conducted in a laboratory, suggest that the intervention improves undergraduate learners' problem-solving performance and affects how learners approach problem-solving. The third experiment demonstrates that the intervention has similar, and perhaps stronger, effects in an online learning environment with in-service K-12 teachers who want to become qualified to teach computing courses. By implementing this subgoal intervention as a tool for educators to teach themselves and their students, education systems could improve computing education and better prepare learners for an increasingly technical world.

  11. Continuing interprofessional education in geriatrics and gerontology in medically underserved areas.

    Science.gov (United States)

    Toner, John A; Ferguson, K Della; Sokal, Regina Davis

    2009-01-01

    There is a widening gap between the health care needs of older persons and the treatment skills of the health care professionals who serve them. This gap is especially severe in rural areas, where there is a shortage of and inadequate collaboration between health care professionals and poor access to services for older persons. There is also a special opportunity in rural areas, particularly those designated as "medically underserved," for continuing interprofessional education as a vehicle for retaining health care professionals who tend to leave medically underserved areas for more lucrative professional opportunities elsewhere. In collaboration with the Consortium of New York Geriatric Education Centers, the Columbia-New York Geriatric Education Center at the Stroud Center of Columbia University has developed the Program for Outreach to Interprofessional Services and Education (POISE). The purpose of POISE is to develop, implement, evaluate, and sustain interprofessional education and training for health care learners, while emphasizing improved access to health services for the geriatric population in medically underserved areas. The POISE model was designed as an effective approach to teaching the core geriatrics and gerontology curriculum endorsed by the national (U.S. Department of Health and Human Services) network of Geriatric Education Centers to health care learners in medically underserved areas of upstate New York. This article describes the adaptation and implementation of the POISE model.

  12. Early adoption of new drug treatments: the role of continuing medical education and physician adaptivity.

    Science.gov (United States)

    Mascarenhas, Desmond; Singh, Baljit K; Singh, Amoolya H; Veer, Sally Vander

    2007-03-01

    The influence of continuing medical education (CME) on the adoption of new treatments is widely regarded as self-evident. Less well understood is how the dynamics of dissemination of new healthcare practices are influenced by the intersection of education with the adaptive characteristics of providers. We developed and validated a 43-item online instrument (eSAIL) for measuring adaptive style and used it to investigate the interplay of physician adaptivity with key components of effective medical education. Satisfactory Cronbach alpha and test-retest reliability coefficients were observed for all primary psychometric scales and a composite adaptivity scale. Discriminant, convergent, and predictive validities of eSAIL scales were consistent across all cohorts. Using an online medical education program for which data on physician behavioral change are available, we show that the rate of adoption of new drugs is driven by both psychological (adaptivity) and environmental (educational) inputs. We show for the first time that topic eminence, length of reinforcement period and physician adaptive score in the eSAIL are each proportional to early-adoption-related behavioral change. Using a simple forced-choice question, a cohort of 208 physicians was segmented into "A" (adaptive) and "C" (conservative) segments based on their eSAIL adaptivity z scores (+0.170 versus -0.234 respectively; P Early adoption of new drug treatments by similarly segmented physician cohorts was driven almost entirely by A-segment physicians, but only when those physicians were additionally exposed to effective medical education.

  13. Searching for Evidence: Continuing Issues in Dance Education Research

    Science.gov (United States)

    Stinson, Susan

    2015-01-01

    This paper reviews, analyzes, and reflects upon two important reports released in 2013, both discussing research evidence for the value of dance education or arts education more generally, among school-aged students. One report was created by a large dance education advocacy and support group in the USA, the National Dance Education Organization;…

  14. Distance Learning Course for Healthcare Professionals: Continuing Education in Tuberculosis.

    Science.gov (United States)

    Cabral, Vagner Kunz; Valentini, Dirceu Felipe; Rocha, Marcos Vinícius Vieira; de Almeida, Carlos Podalírio Borges; Cazella, Sílvio Cesar; Silva, Denise Rossato

    2017-12-01

    Continuing education of healthcare workers (HCWs) is an essential strategy for the control of tuberculosis (TB) transmission, enabling HCWs in early detection and appropriate treatment of TB cases. We developed a distance learning (DL) course on TB for nurses. We conducted a quasi-experimental before and after study to evaluate the DL community at the participant's learning level. In addition, to evaluate the DL community at the level of participant satisfaction, a cross-sectional study was carried out after the course. Nurses involved in active inpatient or outpatient care of patients were recruited to participate in the study. Sixty-six participants started and completed the course and they were included in the analysis. The overall mean pretest and post-test scores were 10.3 ± 2.2 and 11.4 ± 2.7, respectively. Participants increased their knowledge to a statistically significant degree (p definition of active case finding (45.5%). Course feedback was mostly positive, with majority of users saying they were satisfied or totally satisfied. A brief DL course on TB was associated with some improvement in knowledge among nurses. The baseline knowledge was low regarding TB epidemiologic data, concepts on LTBI, and active case finding. This finding emphasizes the need to further improve the competencies and knowledge of nurses.

  15. Continuing Medical Education via Telemedicine and Sustainable Improvements to Health.

    Science.gov (United States)

    Wang, Fuhmei

    2016-01-01

    Background. This research aims to investigate the quantitative relationship between telemedicine and online continuing medical education (CME) and to find the optimal CME lectures to be delivered via telemedicine to improve the population's health status. Objective. This study examines the following: (1) What factors foster learning processes in CME via telemedicine? (2) What is the possible role of online CME in health improvement? And (3) How optimal learning processes can be integrated with various health services? Methods. By applying telemedicine experiences in Taiwan over the period 1995-2004, this study uses panel data and the method of ordinary least squares to embed an adequate set of phenomena affecting the provision of online CME lectures versus health status. Results. Analytical results find that a nonlinear online CME-health nexus exists. Increases in the provision of online CME lectures are associated with health improvements. However, after the optimum has been reached, greater provision of online CME lectures may be associated with decreasing population health. Conclusion. Health attainment could be partially viewed as being determined by the achievement of the appropriately providing online CME lectures. This study has evaluated the population's health outcomes and responded to the currently inadequate provision of online CME lectures via telemedicine.

  16. Theoretical pattern of supporting continuity in physical education of students' personality.

    Directory of Open Access Journals (Sweden)

    Vovk V.M.

    2011-04-01

    Full Text Available Methodological approaches and principles on which theoretical pattern of supporting of continuity in physical education of senior pupil and students' personality are considered. It is proved that effective process of continuity in physical education is impossible without construction of patterns. It is ascertained that continuity is a condition and mechanism of realization for others principles in teaching process that represent itself as major factors in realization of continuity in physical education.

  17. Continuing Education Effects on Cultural Competence Knowledge and Skills Building among Health Professionals

    Directory of Open Access Journals (Sweden)

    Marla B. Hall

    2013-08-01

    Full Text Available Racial and ethnic minority health data from a national perspective indicates there is much to learn in the public health workforce about the ongoing health disparities crisis. This suggests a level of urgency to assist our public health professionals in obtaining specific skills sets that will assist them in working better with vulnerable populations. The purpose of this research is to assess cultural competence knowledge and programmatic skill sets, utilizing an explorational case study, of individuals employed within an urban public health department. In order to effectively evaluate these constructs, a quantitative research approach was employed to examine participants’ knowledge and competencies of the subject matter. This data was further analyzed to determine if continuing education participation and training was correlated to the levels of culturally competent practice engagement and self-reported confidence. In addition, researchers obtained data on the availability of employer sponsored training opportunities. The data suggested when health professionals engage in cultural competence education, their level of awareness of unique characteristics between ethnic and racial minorities increased. Those who exhibited the healthiest behaviors, as it relates to effectively working with diverse populations, had a heightened sense of knowledge related to culture and healthcare services. Continuing education in cultural competence is an essential strategy for improving public health employees’ effectiveness in working with diverse clients and reducing racial and ethnic health disparities. As the finding illustrated, training programs must incorporate educational components which foster skill building to enable subsequent culturally appropriate clinical interactions.

  18. Beginning the Program. Project DEEP (Diversified Educational Experiences Program).

    Science.gov (United States)

    Connett, Jane; And Others

    Project DEEP (Diversified Educational Experience Program) was developed to improve the behavior and attitudes of secondary students in schools where dropouts, absenteeism, and poor attitudes are existing problems. The open classroom with student involvement and participation in goal setting, presentation, and evaluation is the basic concept of…

  19. Dementia-Related Work Activities of Home Care Nurses and Aides: Frequency, Perceived Competence, and Continuing Education Priorities

    Science.gov (United States)

    Morgan, Debra G.; Kosteniuk, Julie G.; O'Connell, Megan E.; Dal Bello-Haas, Vanina; Stewart, Norma J.; Karunanayake, Chandima

    2016-01-01

    An understanding of the specific dementia learning needs of home care staff is needed to plan relevant continuing education (CE) programs and supports. The study's objective was to examine frequency and perceived competence in performing 20 dementia-related work activities, and identify CE priorities among home care staff. A cross-sectional survey…

  20. A Comparison of Internet-Based Learning and Traditional Classroom Lecture to Learn CPR for Continuing Medical Education

    Science.gov (United States)

    Hemmati, Nima; Omrani, Soghra; Hemmati, Naser

    2013-01-01

    The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training…

  1. Continuous Fiber Ceramic Composite (CFCC) Program: Gaseous Nitridation

    Energy Technology Data Exchange (ETDEWEB)

    R. Suplinskas G. DiBona; W. Grant

    2001-10-29

    Textron has developed a mature process for the fabrication of continuous fiber ceramic composite (CFCC) tubes for application in the aluminum processing and casting industry. The major milestones in this project are System Composition; Matrix Formulation; Preform Fabrication; Nitridation; Material Characterization; Component Evaluation

  2. Therapeutic effect of continuous exercise training program on serum ...

    African Journals Online (AJOL)

    Background: Creatinine (Cr) has been implicated as an independent predictor of hypertension and exercise has been reported as adjunct therapy for hypertension. The purpose of the present study was to investigate the effect of continuous training programme on blood pressure and serum creatinine concentration in black ...

  3. Space Life Sciences Research and Education Program

    Science.gov (United States)

    Coats, Alfred C.

    2001-01-01

    Since 1969, the Universities Space Research Association (USRA), a private, nonprofit corporation, has worked closely with the National Aeronautics and Space Administration (NASA) to advance space science and technology and to promote education in those areas. USRA's Division of Space Life Sciences (DSLS) has been NASA's life sciences research partner for the past 18 years. For the last six years, our Cooperative Agreement NCC9-41 for the 'Space Life Sciences Research and Education Program' has stimulated and assisted life sciences research and education at NASA's Johnson Space Center (JSC) - both at the Center and in collaboration with outside academic institutions. To accomplish our objectives, the DSLS has facilitated extramural research, developed and managed educational programs, recruited and employed visiting and staff scientists, and managed scientific meetings.

  4. Shallow Roots Require Constant Watering: The Challenge of Sustained Impact in Educational Programs

    Science.gov (United States)

    Rosen, Yigal; Perkins, David

    2013-01-01

    Socially-oriented educational programs often face societal barriers. Peace education in a region of prolonged conflict faces a negative socio-political environment that works against its effects. The media, leadership, educational system and other societal institutions continue to express a culture of conflict. Recent studies show that the effects…

  5. Developing a Peer Educator Program to Raise Awareness about Elder Abuse

    Science.gov (United States)

    Weeks, Lori E.; Bryanton, Olive; McInnis-Perry, Gloria; Chaulk, Paul

    2015-01-01

    There continues to be lack of public awareness about elder abuse. To help address this issue, we developed and piloted an elder abuse peer educator training program from an educational gerontology and health empowerment perspective. We describe the process employed to train older adults as peer educators. We present evaluation results from data…

  6. Development of a Post-Master's Fellowship Program in Oncology Nursing Education. Final Report.

    Science.gov (United States)

    Siegele, Dorothy; Henderson, Billie

    A one-year Post-Master's Fellowship in Oncology Nursing Education for nurse educators was developed through the collaboration of San Jose State University (California) and University of Alabama at Birmingham. The project was designed to: develop or update undergraduate/graduate oncology nursing programs; provide continuing education for practicing…

  7. [Transformations and continuities in Canadian social welfare programs].

    Science.gov (United States)

    Lessa, Iara

    2007-01-01

    Poor mothers and their families constitute a core dilemma for a social welfare system that aims primarily to encourage and keep workers in the labor force. Public income transfers to these and other marginalized groups may be viewed as disincentives to seek paid work and have been characterized in Canada by stinginess and contradictions since the beginning of the XX century. This paper discusses recent transformations in these programs and their effects on families and individuals. Focusing specifically on poor mothers raising children alone, it argues that many gradual cuts and reshaping these programs have changed the character of the social welfare state in Canada, blocking escape routes from poverty for marginalized groups.

  8. Continuing Day Treatment Programs Promote Recovery in Schizophrenia: A Case-based Study

    OpenAIRE

    Handa, Kamna; Grace, Jeffery; Trigoboff, Eileen; Olympia, Josie L.; Annalett, Diane; Watson, Thomas; Poulose, Mon C.; Muzaffar, Tufail; Noyes, Frank L.; Kabatt, Anne; Cushman, Sharon; Antonelli, Maryann; Baxter-Banks, Ginger; Newcomer, David

    2009-01-01

    Continuing day treatment programs focus on community stabilization through comprehensive individualized rehabilitation. They promote recovery through a variety of practical clinical therapeutic interventions. This empirically based report describes a continuing day treatment program’s rehabilitation of four clients with schizophrenia, chronic type in a western New York mental health clinic who were in each of the specialty services: a two-phase program, a program for seniors, and a program fo...

  9. Profile and evaluation of participants in distance learning continuing education courses about inclusive practices in education

    Directory of Open Access Journals (Sweden)

    Vera Lúcia Messias Fialho Capellini

    2011-06-01

    Full Text Available This article analyses aspects related to a continuing education course about Inclusive and Special Education in the area of Mental Disabilities offered to 20 (twenty groups of teachers by the Ministry of Education. The Distance Course was offered in different regions of Brazil with a 180 (a hundred and eighty hours workload. The research included the profile of the participants, an evaluation of the course by the participants and the analysis of the dropout causes. The aspects of the course under evaluation received a positive evaluation by most of the participants. The most frequent reason for the dropout rates include participants’ limitations in terms of meeting deadlines, personal reasons and difficulties in using computers. It was concluded that Distance Education seems to be a relevant tool for the acquisition of knowledge about inclusive practice.

  10. Evaluation metrics of educational programs for teachers

    Science.gov (United States)

    Mitchell, Gwendolyn D.

    1995-01-01

    A system for evaluating the teacher programs and services in the Education Services Branch was developed. The primary stakeholder was interested in determining the worth or usefulness of these services to educators. Therefore, two instruments were developed to collect the data. One questionnaire was administered. Data was collected, analyzed and reported. The other questionnaire was pilot tested and will be administered to teachers during the school year.

  11. COMPUTER PROGRAMMING AND ROBOTICS IN BASIC EDUCATION

    Directory of Open Access Journals (Sweden)

    José Manuel Cabrera Delgado

    2015-12-01

    Full Text Available This article aims to get an overview of the process of including the computer programming and the robotics in the educational curriculum of the basic education in several European countries, including Spain. For this purpose, the cases of Estonia and France are briefly analyzed, two countries in the European Union, which can be considered pioneers in implementing such teaching. Also, in relation to Spain, it is analyzed some of the current initiatives implemented by some Autonomous Communities in this sense.

  12. Rocket Science 101 Interactive Educational Program

    Science.gov (United States)

    Armstrong, Dennis; Funkhouse, Deborah; DiMarzio, Donald

    2007-01-01

    To better educate the public on the basic design of NASA s current mission rockets, Rocket Science 101 software has been developed as an interactive program designed to retain a user s attention and to teach about basic rocket parts. This program also has helped to expand NASA's presence on the Web regarding educating the public about the Agency s goals and accomplishments. The software was designed using Macromedia s Flash 8. It allows the user to select which type of rocket they want to learn about, interact with the basic parts, assemble the parts to create the whole rocket, and then review the basic flight profile of the rocket they have built.

  13. A Finite Continuation Algorithm for Bound Constrained Quadratic Programming

    DEFF Research Database (Denmark)

    Madsen, Kaj; Nielsen, Hans Bruun; Pinar, Mustafa C.

    1999-01-01

    The dual of the strictly convex quadratic programming problem with unit bounds is posed as a linear $\\ell_1$ minimization problem with quadratic terms. A smooth approximation to the linear $\\ell_1$ function is used to obtain a parametric family of piecewise-quadratic approximation problems...

  14. Web-based learning for continuing nursing education of emergency unit staff.

    Science.gov (United States)

    Paavilainen, Eija; Salminen-Tuomaala, Mari

    2010-01-01

    The authors describe a Web-based continuing education course focusing on patient counseling in an emergency department. Course materials were developed based on data collected from the department's patients and their family members and on earlier findings on counseling. Web-based education is an appropriate method for continuing education in a specific hospital department. This puts special demands for nurse managers in arranging, designing, and implementing the education together with educators.

  15. ICT- The Educational Programs in Teaching Mathematics

    Directory of Open Access Journals (Sweden)

    Dance Sivakova

    2017-08-01

    Full Text Available The range of information and communication technology in teaching mathematics is unlimited. Despite numerous researches about the opportunities and application of the ICT in teaching mathematics and in the world, however, many aspects remain unexplored. This research comes to knowledge that will be applicable to the educational practice. The findings will serve as motivation for more frequent use of the ICT in teaching mathematics from first to fifth grade as a mean for improving of the educational process. Through application of the ICT in the educational programs in teaching mathematics the technological improved practice is investigated and discussed and it helps overcoming of the challenges that arise when trying to integrate the ICT in the educational curricula in mathematics. The biggest challenge are the findings about the possibilities of the application of the ICT in the educational programs in math from first to fifth grade as well as their dissemination, all aimed to improving of teaching mathematics from the first to the fifth grade. The application of the most ICT in the educational programs of mathematics affects the training of the students for easier adoption of the mathematical concepts and the mathematical procedures and in the easier identification and resolving problem situations.

  16. Status of Pharmacy Practice Experience Education Programs

    Science.gov (United States)

    Eccles, Dayl; Kwasnik, Abigail; Craddick, Karen; Heinz, Andrew K.; Harralson, Arthur F.

    2014-01-01

    Objective. To assess financial, personnel, and curricular characteristics of US pharmacy practice experiential education programs and follow-up on results of a similar survey conducted in 2001. Methods. Experiential education directors at 118 accredited US pharmacy colleges and schools were invited to participate in a blinded, Web-based survey in 2011. Aggregate responses were analyzed using descriptive statistics and combined with data obtained from the American Association of Colleges of Pharmacy to assess program demographics, faculty and administrative organizational structure, and financial support. Results. The number of advanced pharmacy practice experience (APPE) sites had increased by 24% for medium, 50% for large, and 55% for very large colleges and schools. Introductory pharmacy practice experience (IPPE) sites outnumbered APPEs twofold. The average experiential education team included an assistant/associate dean (0.4 full-time equivalent [FTE]), a director (1.0 FTE), assistant/associate director (0.5 FTE), coordinator (0.9 FTE), and multiple administrative assistants (1.3 FTE). Most faculty members (63%-75%) were nontenure track and most coordinators (66%) were staff members. Estimated costs to operate an experiential education program represented a small percentage of the overall expense budget of pharmacy colleges and schools. Conclusion. To match enrollment growth, pharmacy practice experiential education administrators have expanded their teams, reorganized responsibilities, and found methods to improve cost efficiency. These benchmarks will assist experiential education administrators to plan strategically for future changes. PMID:24850934

  17. Evaluating the purpose and benefits of continuing education in nursing and the implications for the provision of continuing education for cancer nurses.

    Science.gov (United States)

    Ferguson, A

    1994-04-01

    In the light of increasing emphasis upon mandatory continuing education in nursing, the need for cancer nurses to update and improve their knowledge and skills is heightened. The challenges lie in how to keep nurses up-to-date, broaden their outlook and ensure that patients benefit. In this paper the literature on the purpose and benefits of continuing education is reviewed, and the implications of the Post-Registration Education and Practice Project (PREPP) for cancer nurses are addressed. Arguments about a definition of 'continuing learning' rather than 'continuing education' are discussed, since outcomes vary depending upon the definition adopted. Inconsistencies between the benefits claimed and those measured are highlighted. Attention is drawn to the inconclusive nature of the studies that have measured impact; some of the problems encountered in the provision of adequate education and its accessibility to nurses; and the continuing discrepancy of perceived need between nurse and manager. Specific impact evaluation studies relating to continuing education in cancer nursing are reviewed. Recommendations for providing education with measurable outcomes are drawn from the literature, while a case is made for the alternative perspective of lifelong learning where outcomes are neither specific nor measurable. In conclusion, the questions of who should be responsible for education and the need for further development of impact evaluation tools are addressed.

  18. The Value of Continued Followup in a Preventive Medicine Program

    Science.gov (United States)

    Villafana, C.; Mockbee, J.

    1970-01-01

    Continued monitoring of hypertension and cholesterol levels in NASA employees by regularly scheduled medical examinations prevents an increase in employee disability and cardiovascular mortality rates. Adequate therapeutic control for younger hypertensive employees is demonstrated by records on mortality and heart diseases over a period of 28 months. It confirmed the importance of systolic blood pressure as diagnostic tool for the inherent risk factor. The prevalence of additional coronary risk factors among employees with hypercholesterolemia is considerably less than in employees with hypertension.

  19. CONTINUOUS ECONOMIC EDUCATION AS THE FACTOR OF PROFESSIONAL DEVELOPMENT OF PERSONALITY

    Directory of Open Access Journals (Sweden)

    T. J. Lomakina

    2014-10-01

    Full Text Available The necessity of continuous economic education of future professionals is caused by importance of forming correct understanding of the economic reality, of comprehension of economic basic laws, of understanding of global and national tendencies in economic development; the growing role of continuous economic education as a major factor of formation and development of a postindustrial society is shown; the reasons and circumstances of the active reference of the domestic pedagogical science and practice to problems of economic education are emphasized; the factors influencing development of continuous economic education are established in the article. Continuous economic education is considered as a part of continuous education promoting the formation of a competitive expert in conditions of market economy, demanded on labour market and directed on formation of economic competencies depending on the type of preparation (economic and not economic at different educational levels according to models of the graduate and the teacher and realized by means of economic training and economic education.

  20. Continuing Medical Education in six European countries: a comparative analysis.

    Science.gov (United States)

    Garattini, Livio; Gritti, Sara; De Compadri, Paola; Casadei, Gianluigi

    2010-03-01

    We examined Continuing Medical Education (CME) systems in a sample of six EU countries: Austria, Belgium, France, Italy, Norway, and the UK. The aim of this comparative study was to assess the main country-specific institutional settings applied by governments. A common scheme of analysis was applied to investigate the following variables: (i) CME institutional framework; (ii) benefits and/or penalties to participants; (iii) types of CME activities and system of credits; (iv) accreditation of CME providers and events; (v) CME funding and sponsorship. The analysis involved reviewing the literature on CME policy and interviewing a selected panel of local experts in each country (at least one public manager, one representative of medical associations and one pharmaceutical manager). CME is formally compulsory in Austria, France, Italy and the UK, although no sanctions are enforced against non-compliant physicians in practice. The only two countries that offer financial incentives to enhance CME participation are Belgium and Norway, although limited to specific categories of physicians. Formal accreditation of CME providers is required in Austria, France and Italy, while in the other three countries accreditation is focused on activities. Private sponsorship is allowed in all countries but Norway, although within certain limits. This comparative exercise provides an overview of the CME policies adopted by six EU countries to regulate both demand and supply. The substantial variability in the organization and accreditation of schemes indicates that much could be done to improve effectiveness. Although further analysis is needed to assess the results of these policies in practice, lessons drawn from this study may help clarify the weaknesses and strengths of single domestic policies in the perspective of pan-European CME harmonization.

  1. What Do Trade Unions Think about Continuing Education for Teachers in Galicia?

    Science.gov (United States)

    Ampudia, Baena; Tilve, Ana Ma. Fernandez; Dolores, Ma.

    2016-01-01

    The common ups and downs of school agendas coupled with the existence of new educational challenges have created a complicated scenario that places the issue of continuing education for teaching staff directly under the spotlight. As a consequence, the role of teachers' trade unions as with other requirements of continuing education is now put…

  2. Integrating the development of continuous improvement andinnovation capabilities into engineering education

    DEFF Research Database (Denmark)

    Jørgensen, Frances; Kofoed, Lise B.

    2007-01-01

    , followed by an account of how the students designed and implemented solutions to self-identified problems within their educational program using the principles of CI, and how these learning activities facilitated the development of basic innovation capabilities. The paper concludes with insights regarding......In this paper, a study is presented in which engineering students at a Danish university developed Continuous Improvement (CI) and innovation capabilities through action research and experientiallearning methods. The paper begins with a brief overview of the literature on CI and innovation...... how such an innovative design of teaching methods based on learning-by-doing may not only support the development of CI and innovation in engineering students, which is increasingly demanded by industry, but also represent a way in which to enhance sustainability and innovation of the education itself....

  3. [Limits and possibilities of distance learning in continuing education in health: integrative review].

    Science.gov (United States)

    Silva, Adriane das Neves; dos Santos, Ana Maria Gualberto; Cortez, Elaine Antunes; Cordeiro, Benedito Carlos

    2015-04-01

    This is a study on the use of distance learning (EaD, in Portuguese) as a teaching strategy in continuing health education (EPS, in Portuguese), which aimed to identify and analyze the limits and posibilities of using EaD in the EPS. Integrative Review Study. The result shows that EaD is an innovative, possible and potential strategy for EPS, facilitating the development of learning within or outside the health institution, although is evident the lack of research in the area. The limitations for the implementation of the programs are related to the time variable, preparation for dealing with the technologies and the importance of the tutor as a facilitator of learning. It concludes that the use of EaD has an important contribution to the development of human resources in health, is in the process of training and/or in the continuous knowledge process.

  4. Virtual Learning Environment in Continuing Education for Nursing in Oncology: an Experimental Study.

    Science.gov (United States)

    das Graças Silva Matsubara, Maria; De Domenico, Edvane Birelo Lopes

    2016-12-01

    Nurses working in oncology require continuing education and nowadays distance education is a possibility. To compare learning outcomes of the professionals participating in classroom learning versus distance learning; describing the sociodemographic characteristics and digital fluency of participants; comparing learning outcomes with independent variables; assessing the adequacy of educational practices in Virtual Environment Moodle Learning through the constructivist online learning environment survey. An experimental, randomized controlled study; conducted at the A C Camargo Cancer Center, located in São Paulo, SP, Brazil. The study included 97 nurses, with average training of 1 to 2 years. A control group (n = 44) had face to face training and the experiment group (n = 53) had training by distance learning, both with identical program content. The dependent variable was the result of learning, measured by applying a pre-assessment questionnaire and post-intervention for both groups. The sociodemographic and digital fluency data were uniform among the groups. The performance of both groups was statistically significant (p 0.005), and the control group had a greater advantage (40.4 %). Distance education has proven to be an effective alternative for training nurses, especially when they have more complex knowledge, more experience in the area and institutional time. Distance Education may be a possibility for the training of nurses for work in oncology. The association of age, training time and the institution, and the experience in Oncology interfered in the performance of both groups.

  5. Business Continuity and Disaster Risk Management in Business Education: Case of York University

    Directory of Open Access Journals (Sweden)

    ALI ASGARY

    Full Text Available Increasing levels of business disruptions and disaster events on one hand while local, national and international campaigns on the other have increased businesses' awareness, attention and demand for the need for business continuity management. As more and more businesses are looking to integrate disaster risk and business continuity management into their business operations and decision making processes, the need for such expertise has also increased. Despite these needs, many business schools around the world have not fully identified, realized or addressed them. While there are several models for integrating disaster risk and business continuity management in business education, York University has established undergraduate and graduate level disaster and emergency management programs in a business school setting to address these growing needs. Through this integration, considerable numbers of business students enroll in disaster risk management, and business continuity courses. Knowledge and skills that students acquire through these courses make them informed and knowledgeable players in business continuity management teams in their varied work places.

  6. Meeting the Demand for Accountability: Case Study of a Teacher Education Program in China

    Directory of Open Access Journals (Sweden)

    Tak Cheung CHAN

    2009-02-01

    Full Text Available To meet the demand for accountability, a teacher education program in a university located in South China has established processes at the college, the program, and the faculty levels to assure its program quality. Highlights of the processes are: involvement of stakeholders and the examination of program effectiveness. Although much has been done to help program candidates succeed, more effort is needed in the areas of program assessment and continuous improvement to assure program quality. An accountability implementation plan, a beginning teacher mentoring program, and a comparative study of beginning teacher performance were recommended to further enforce its strategies toward program accountability.

  7. Sandia Agile MEMS Prototyping, Layout Tools, Education and Services Program

    Energy Technology Data Exchange (ETDEWEB)

    Schriner, H.; Davies, B.; Sniegowski, J.; Rodgers, M.S.; Allen, J.; Shepard, C.

    1998-05-01

    Research and development in the design and manufacture of Microelectromechanical Systems (MEMS) is growing at an enormous rate. Advances in MEMS design tools and fabrication processes at Sandia National Laboratories` Microelectronics Development Laboratory (MDL) have broadened the scope of MEMS applications that can be designed and manufactured for both military and commercial use. As improvements in micromachining fabrication technologies continue to be made, MEMS designs can become more complex, thus opening the door to an even broader set of MEMS applications. In an effort to further research and development in MEMS design, fabrication, and application, Sandia National Laboratories has launched the Sandia Agile MEMS Prototyping, Layout Tools, Education and Services Program or SAMPLES program. The SAMPLES program offers potential partners interested in MEMS the opportunity to prototype an idea and produce hardware that can be used to sell a concept. The SAMPLES program provides education and training on Sandia`s design tools, analysis tools and fabrication process. New designers can participate in the SAMPLES program and design MEMS devices using Sandia`s design and analysis tools. As part of the SAMPLES program, participants` designs are fabricated using Sandia`s 4 level polycrystalline silicon surface micromachine technology fabrication process known as SUMMiT (Sandia Ultra-planar, Multi-level MEMS Technology). Furthermore, SAMPLES participants can also opt to obtain state of the art, post-fabrication services provided at Sandia such as release, packaging, reliability characterization, and failure analysis. This paper discusses the components of the SAMPLES program.

  8. A preliminary investigation of the effectiveness of a sleep apnea education program.

    Science.gov (United States)

    Smith, S S; Lang, C P; Sullivan, K A; Warren, J

    2004-02-01

    This study aimed to evaluate a standardised sleep apnea patient education program and develop a study design that may be used to evaluate other such education programs. Thirty-four adults diagnosed with obstructive sleep apnea hypopnea syndrome (OSAHS) underwent a standard sleep apnea education program and completed measures of knowledge of and beliefs about sleep apnea before, after, and 3 months following education. Two outcome measures were used: the Apnea Knowledge Test (AKT) and the Apnea Beliefs Scale (ABS). AKT results showed significant knowledge gains posteducation, which were maintained at follow-up. Patients also reported more positive beliefs about their ability to change their behaviour and comply with continuous positive airway pressure (CPAP) treatment recommendations after education. Findings from this preliminary investigation suggest that the education program used in this study may improve patients' knowledge of CPAP and promote functional beliefs about OSAHS treatment. This program clearly warrants further research, and ultimately such programs may prove important in improving CPAP compliance.

  9. The design, marketing, and implementation of online continuing education about computers and nursing informatics.

    Science.gov (United States)

    Sweeney, Nancy M; Saarmann, Lembi; Seidman, Robert; Flagg, Joan

    2006-01-01

    Asynchronous online tutorials using PowerPoint slides with accompanying audio to teach practicing nurses about computers and nursing informatics were designed for this project, which awarded free continuing education units to completers. Participants had control over the advancement of slides, with the ability to repeat when desired. Graphics were kept to a minimum; thus, the program ran smoothly on computers using dial-up modems. The tutorials were marketed in live meetings and through e-mail messages on nursing listservs. Findings include that the enrollment process must be automated and instantaneous, the program must work from every type of computer and Internet connection, marketing should be live and electronic, and workshops should be offered to familiarize nurses with the online learning system.

  10. Migrant Education Program. Comprehensive Needs Assessment

    Science.gov (United States)

    Minnesota Department of Education, 2013

    2013-01-01

    The primary purpose of the Minnesota Migrant Education Program (MEP) is to help migrant children and youth overcome challenges of mobility, frequent absences, late enrollment into school, social isolation, and other difficulties associated with a migratory life, in order that they might succeed in school. Furthermore, the Minnesota MEP must give…

  11. International Space Programs. Aerospace Education III.

    Science.gov (United States)

    Air Univ., Maxwell AFB, AL. Junior Reserve Office Training Corps.

    This curriculum guide is prepared for the Aerospace Education III series publication entitled "International Space Programs." The guide is organized according to specific chapters in the textbook. It provides guidelines for teachers in terms of objectives, behavioral objectives, suggested outlines, orientation, suggested key points,…

  12. Environmental Educational Youth Action Task Program

    Science.gov (United States)

    Ab Rahman, Nik Norulaini Nik; Omar, Fatehah Mohd; Kalia, Noorliza; Hasmi, Mohammad

    2008-01-01

    An educational environmental youth camp was held comprising of fifty one 16-year old secondary students and facilitated by volunteers from the university and Friends of the Earth, a non profit organization in Penang. A weekend camp on youth action task program was held at an isolated beach packed with activities that were structured towards…

  13. Recasting Educational Administration Programs as Learning Organizations.

    Science.gov (United States)

    Calabrese, Raymond L.; Shoho, Alan

    2000-01-01

    Presents a model for overcoming traditional, culturally rooted resistance to change in educational administration programs. The systems model offered proceeds from the premise that reflective awareness is the starting point for change. Aligning the operator, engineer, and executive cultures within a university enables the development of a…

  14. Spanish Teacher Education Programs and Community Engagement

    Science.gov (United States)

    Jovanovi, Ana; Filipovi, Jelena

    2013-01-01

    Theories of situated knowledge support that knowledge involves experience of practices rather than just accumulated information. While an important segment of foreign language teacher education programs focuses on the theoretical component of second/foreign language acquisition theories and relevant methodological concerns, it is mainly through…

  15. Accelerated Learning Formats in Teacher Education Programs

    Science.gov (United States)

    Richards, Jan S.

    2006-01-01

    The US student population is increasing; consequently, 50,000 additional teachers will be needed within the next ten years. Overcrowded teacher education programs in traditional universities cannot guarantee the availability of necessary classes, however, and students desiring a teaching credential anticipate an extended time frame for credential…

  16. Conservation Education Outreach Program Accomplishment Report, 1998.

    Science.gov (United States)

    Kindlund, Rod, Comp.; Boshart, Tihisia, Comp.

    In 1992, Elaine McKinney and six college interns set into motion an experiment in human relations at the Forest Service's Northeast Area and Station Headquarters in Radnor, PA. The program provides basic conservation education to urban youth who may never have been exposed to the concepts of conservation, recycling, or forest management. This…

  17. Participation in an Indian Adult Education Program.

    Science.gov (United States)

    Blunt, Adrian; Thornton, James E.

    Differences between participants and nonparticipants in an on-reserve Indian adult education program in British Columbia were identified by interviewing 22.5 percent of the adult population in a random sample. Eight of 17 socioeconomic variables and 5 of 13 sociopsychological variables differentiated between the 42 participants and 44…

  18. 78 FR 40625 - National School Lunch Program: Direct Certification Continuous Improvement Plans Required by the...

    Science.gov (United States)

    2013-07-08

    ... Food and Nutrition Service 7 CFR Parts 245 and 272 RIN 0584-AE10 National School Lunch Program: Direct Certification Continuous Improvement Plans Required by the Healthy, Hunger-Free Kids Act of 2010; Approval of... ``National School Lunch Program: Direct Certification Continuous Improvement Plans Required by the Healthy...

  19. Air Force Research Laboratory Resident Associateship Program Continuation

    Science.gov (United States)

    2014-12-04

    control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ORGANIZATION. 1.  REPORT DATE (DD-MM-YYYY)      25-11-2014 2.  REPORT TYPE      Final...the contract Statement of Work. These functions included stipend payments, management of a major medical benefits insurance program, and...United States Echchgadda, Ibtissam Wilmink, Gerald J 7/1/2011-6/30/2013 Morocco Greer, Kimberly Ann Wilmink, Gerald J 7/30/2012-7/29/2013

  20. One thousand words: evaluating an interdisciplinary art education program.

    Science.gov (United States)

    Klugman, Craig M; Beckmann-Mendez, Diana

    2015-04-01

    Art Rounds, an innovative interdisciplinary program, began as a pilot project to determine if use of fine arts instructional strategies would be of benefit in health professional education. Specifically, students were exposed to fine art and taught to use visual thinking strategies (VTS). The initial evaluation of the pilot program revealed improved physical observation skills, increased tolerance for ambiguity, and increased interest in communication skills. More recently, the Art Rounds program has been expanded to an interdisciplinary elective course open to both nursing student and medical students at all levels. An evaluation of Art Rounds as a semester- long course was conducted by course faculty and compared to the original pilot program for differences and similarities. Outcomes have demonstrated that the use of visual arts and humanities continues to be highly effective in improving students' physical observation skills and a powerful tool for teaching nursing students how to be skilled clinicians. Copyright 2015, SLACK Incorporated.

  1. Teacher Education Reform in Urban Educator Preparation Programs

    Science.gov (United States)

    Banks, Tachelle

    2015-01-01

    The majority of teachers in the United States are of a different race, ethnicity, class, gender, and linguistic dominance from that of their students. Teachers are specifically challenged by a variety of racial and ethnic issues as they enter their classrooms. This paper discusses the importance of educator preparation programs devoting attention…

  2. 75 FR 16623 - Emergency Management for Higher Education Grant Program

    Science.gov (United States)

    2010-04-01

    ... Education Emergency Management for Higher Education Grant Program; Notices #0;#0;Federal Register / Vol. 75... Higher Education Grant Program Catalog of Federal Domestic Assistance (CFDA) Number: 84.184T. AGENCY... requirements for the Emergency Management for Higher Education (EMHE) grant program. The Assistant Deputy...

  3. 34 CFR 300.320 - Definition of individualized education program.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Definition of individualized education program. 300.320... Programs, and Educational Placements Individualized Education Programs § 300.320 Definition of...) of the Act; and (ii) If the IEP Team determines that the child must take an alternate assessment...

  4. Multiculturalism in Four Teacher Education Programs: For Replication or Transformation

    Science.gov (United States)

    Ensign, Jacque

    2009-01-01

    This article describes four teacher education programs and their student teachers' responses to why some students in their classrooms were not doing well. The responses and programs fell into two categories: education for replication of inequities and education for transformation. If teacher education programs want their prospective teachers to be…

  5. Engineering Ethics Education on the Basis of Continuous Education to Improve Communication Ability

    Science.gov (United States)

    Takahara, Kenji; Kajiwara, Toshinori

    The paper proposes the engineering ethics education method for students on the basis of continuous education to improve communication ability. First, through a debate, the students acquire the fundamental skills required to marshal their arguments, to construct the rebuttals and to summarize the debates. Secondly, the students study the fundamental techniques to make a presentation on technical subjects related to electrical engineering. Following these classes, in the lecture of engineering ethics, the students probe the cause of each accident and consider the better means for avoiding such an accident, each other. In most cases, the students can express right and commonsensical opinions from an ethical standpoint. However, they can hardly make judgments when the situations such as the human relations in the above accidents are set concretely. During the engineering ethics class, the students come to know that human relations behind the case make the ethical matters more complicated. Furthermore, they come to understand that facilitating daily communications with co-workers and/or bosses is very important in order to avoid the accidents. The recognition of the students is just the results of the continuous education through three years. It can be said that the engineering ethics education thus constructed makes the students raise such spontaneous awareness and their ethical qualities as engineers.

  6. SYSTEM OF DISTANCE LEARNING ADMINISTRATION IN CONTINUING EDUCATION FOR PRIMARY SCHOOL TEACHERS

    OpenAIRE

    MUKOVIZ, Oleksii P.

    2015-01-01

    The article describes the peculiarities of the organization of primary school teachers continuing education by means of web technologies, presents the website of the system of primary school teachers continuing education (http://sno.udpu.org.ua), and analyzes its content and structure. The website of the system of primary school teachers continuing education is created with the help of four instrumental platforms WordPress, Moodle, PhpBB and “cloud” technologies from Microsoft (SkyDrive, Padl...

  7. Survey and Research on Continuing Education Curriculum Construction for Primary and Secondary School Teachers

    OpenAIRE

    Yang Chao; Yu Mingjiu

    2015-01-01

    Continuing education curriculum construction is the key work to complete the teachers’ continuing education system, it is also an important part of the teachers’ specialization. This study aims to master the main problems of the current primary and secondary school teachers’ continuing education curriculum construction and put forward the corresponding improvement countermeasures. Research in Yunnan province of China as a case, through the Questionnaire Method, Interview Method and Factors An...

  8. Predictive Event Triggered Control based on Heuristic Dynamic Programming for Nonlinear Continuous Time Systems

    Science.gov (United States)

    2015-08-17

    Control based on Heuristic Dynamic Programming for Nonlinear Continuous-Time Systems In this paper, a novel predictive event-triggered control...method based on heuristic dynamic programming (HDP) algorithm is developed for nonlinear continuous-time systems. A model network is used to estimate...College Road, Suite II Kingston, RI 02881 -1967 ABSTRACT Predictive Event-Triggered Control based on Heuristic Dynamic Programming for Nonlinear

  9. Cursos por videoconferencia Continuous Medical Education: videoconferencing courses

    Directory of Open Access Journals (Sweden)

    Jorge Picorel

    2010-04-01

    specialist exam. Until the year 2009, students traditionally attended classes in Bahía Blanca. Thereafter, the video teleconferencing method was implemented. The programs were those commonly used for videoconferencing and included the Skype or Oovoo, and systems to electronically send data, such as Rapidshare. This system only consists of two electronic notebooks, a multimedia projection system, an additional monitor and remote connection through the Internet. The lecturer usually sends his/her presentation in Power Point or Flash. This is further downloaded in the notebook that will be used for multimedia projection. The other notebook, fitted with a camera, is placed in such a way that the lecturer will be able to watch the projection. The lecture may be also transmitted using the "shared screen" option. However, if the wide band is not adequate, projection will be slow. During his/her presentation, the lecturer is seen on the screen of a larger monitor, and is asked questions at the end of the lecture. Multiple videoconferencing was carried out between Bahía Blanca, Tucumán and Spain, with overall interaction. By next year, videoconferencing is expected to include those residencies around the country interested in shared learning without geographic boundaries. The Argentine Society of Radiology Courses are also part of this project. The preliminary experience was fruitful, since local and foreign highly qualified educators could be listened to, thus saving time and money.

  10. E-Learning in the United States: New Directions and Opportunities for University Continuing Education.

    Science.gov (United States)

    Edelson, Paul J.; Pittman, Von V.

    2001-01-01

    Addresses recent developments in Web-based electronic distance learning in the United States with special attention to its historical antecedents in correspondence education. Discusses distance education within higher education, offers predictions for the future, and considers implications for continuing education professionals and applications of…

  11. System of continuous athletic education in republic Byelorussia, its maintenance and forms of organization.

    Directory of Open Access Journals (Sweden)

    Stepus O.V.

    2012-02-01

    Full Text Available The different going is presented near understanding of continuous education. The historical aspect of forming of the system of continuous education opens up in Republic Byelorussia. The modern going is described near organization of continuous education of teacher of physical culture. The model of forming of professional competence is developed in the system of continuous athletic education. Tasks, maintenance, forms, methods and facilities on the stages of becoming of professional, are certain. Directions of perfection the professional competence of teacher are rotined.

  12. A Factor Structure of Professionals' Attitude towards Continuing Education and Its Relationship to Participation.

    Science.gov (United States)

    Yang, Baiyin

    1995-01-01

    The attitudes of 323 veterinarians toward professional continuing education were distilled into 3 dimensions: relevance, benefit, and accessibility. Significant differences were found between participants and nonparticipants. (SK)

  13. K-12 Voucher Programs and Education Policy

    Directory of Open Access Journals (Sweden)

    Dan Laitsch

    2002-12-01

    Full Text Available Since the 1983 report, A Nation at Risk, the performance of public schools has been increasingly scrutinized, and a variety of reforms designed to increase student achievement enacted. Among the reforms discussed, much attention has focused on increasing choice and competition in education. While the effectiveness of market oriented reforms have been widely debated, little research has been completed that examines policy maker attitudes toward market reform of education. This study used a researcher designed survey to examine policy maker attitudes toward education and education reform in general, as well as the issue of vouchers more specifically. Findings suggest that policy makers generally accept the market arguments used by voucher supporters, but are also sympathetic to equity concerns and funding issues raised by voucher opponents. Additionally, while more policy makers responding to this survey supported some type of voucher program than opposed vouchers, when viewed in the broader context of reform options, vouchers did not rate highly.

  14. Critical Care Nurses' Reasons for Poor Attendance at a Continuous Professional Development Program.

    Science.gov (United States)

    Viljoen, Myra; Coetzee, Isabel; Heyns, Tanya

    2016-12-01

    Society demands competent and safe health care, which obligates professionals to deliver quality patient care using current knowledge and skills. Participation in continuous professional development programs is a way to ensure quality nursing care. Despite the importance of continuous professional development, however, critical care nurse practitioners' attendance rates at these programs is low. To explore critical care nurses' reasons for their unsatisfactory attendance at a continuous professional development program. A nominal group technique was used as a consensus method to involve the critical care nurses and provide them the opportunity to reflect on their experiences and challenges related to the current continuous professional development program for the critical care units. Participants were 14 critical care nurses from 3 critical care units in 1 private hospital. The consensus was that the central theme relating to the unsatisfactory attendance at the continuous professional development program was attitude. In order of importance, the 4 contributing priorities influencing attitude were communication, continuous professional development, time constraints, and financial implications. Attitude relating to attending a continuous professional development program can be changed if critical care nurses are aware of the program's importance and are involved in the planning and implementation of a program that focuses on the nurses' individual learning needs. ©2016 American Association of Critical-Care Nurses.

  15. Nuclear Security Education Program at the Pennsylvania State University

    Energy Technology Data Exchange (ETDEWEB)

    Uenlue, Kenan [The Pennsylvania State University, Radiation Science and Engineering Center, University Park, PA 16802-2304 (United States); The Pennsylvania State University, Department of Mechanical and Nuclear Engineering, University Park, PA 16802-2304 (United States); Jovanovic, Igor [The Pennsylvania State University, Department of Mechanical and Nuclear Engineering, University Park, PA 16802-2304 (United States)

    2015-07-01

    The availability of trained and qualified nuclear and radiation security experts worldwide has decreased as those with hands-on experience have retired while the demand for these experts and skills have increased. The U.S. Department of Energy's National Nuclear Security Administration's (NNSA) Global Threat Reduction Initiative (GTRI) has responded to the continued loss of technical and policy expertise amongst personnel and students in the security field by initiating the establishment of a Nuclear Security Education Initiative, in partnership with Pennsylvania State University (PSU), Texas A and M (TAMU), and Massachusetts Institute of Technology (MIT). This collaborative, multi-year initiative forms the basis of specific education programs designed to educate the next generation of personnel who plan on careers in the nonproliferation and security fields with both domestic and international focus. The three universities worked collaboratively to develop five core courses consistent with the GTRI mission, policies, and practices. These courses are the following: Global Nuclear Security Policies, Detectors and Source Technologies, Applications of Detectors/Sensors/Sources for Radiation Detection and Measurements Nuclear Security Laboratory, Threat Analysis and Assessment, and Design and Analysis of Security Systems for Nuclear and Radiological Facilities. The Pennsylvania State University (PSU) Nuclear Engineering Program is a leader in undergraduate and graduate-level nuclear engineering education in the USA. The PSU offers undergraduate and graduate programs in nuclear engineering. The PSU undergraduate program in nuclear engineering is the largest nuclear engineering programs in the USA. The PSU Radiation Science and Engineering Center (RSEC) facilities are being used for most of the nuclear security education program activities. Laboratory space and equipment was made available for this purpose. The RSEC facilities include the Penn State Breazeale

  16. The Abu Dhabi Cardiovascular Program: the continuation of Framingham.

    Science.gov (United States)

    Hajat, Cother; Harrison, Oliver

    2010-01-01

    Sixty years on from its first publication, the Framingham study has made an historic impact in risk identification and prediction of cardiovascular disease (CVD) burden globally. The challenge for the 21st century is in finding practical and scalable methods for effective implementation of population-level interventions that are adaptable to low-, middle-, and high-income settings. Within its first 2 years, the Abu Dhabi Cardiovascular Program, "Weqaya," has delivered a Framingham Risk Score for almost every adult Emirati. This is complemented by a clear and progressive program including the health sector and societal approach to the delivery of interventions for CVD. The health sector response includes the use of clear, evidence-based standards of clinical care, customer-focused service innovation such as the use of mobile and wellness clinics, and attention to the patient experience, and improving compliance using a mixture of encourage, enable, and enforce mechanics. Components of the Abu Dhabi societal approach include "top-down" measures to align the civil sector response including use of policies and regulation, for example, for trade and urban planning. The "bottom-up" measures aim to empower individuals, groups, and populations. Key to the success of this approach lies in central coordination and routine monitoring and evaluation, incorporating the use of simple, shared metrics. The Abu Dhabi approach has created a solid platform for scalable intervention, and for "learning by doing," with impact being monitored at the level of individuals, groups and the whole population. The unique data architecture in Abu Dhabi will enable the first cardiovascular risk score to be developed for the region and the incorporation of novel, modifiable risk factors into the model. The last 2 years have seen huge progress in Abu Dhabi for CVD, but the coming 5 to 10 years promise to unearth real, large-scale solutions, building on the original Framingham model. Furthermore

  17. The continuous education as a process of academic studies for graduate students at high educational levels in Sonora (Mexico

    Directory of Open Access Journals (Sweden)

    Josefina Andrade Paco

    2009-12-01

    Full Text Available The continuous education, that the productive sector demands, is not only the accumulation of new knowledge, supported inthe education-learning process, but also a focus on the new tendencies that the labor field demands, where the universities havethe opportunity to extend their involvement, through graduations or specializations, that contribute the strength of the acquiredskills in the classroom. The objective is to know the kind of graduation interests that motivate the graduates, as a process ofcontinuous education. The study is based on the application of a questionnaire to 50 students of different degrees from publicuniversities in Sonora, whose excellent results are: 51% of those surveyed, indicate that at the end of their degree they do notobtain the tools to compete in their labor field. 92% of the students mention that universities should offer within the educativeprogram some area of financial or specialization, related to other disciplines. Another important data is that the financial areasthat graduates prefer are related to the social administrative and financial areas and in smaller proportion they prefer the engineeringdisciplines. 70% of those surveyed, indicate that universities have infrastructure, learning spaces and the skilled humanresources to offer this type of courses. The conclusion of this work, is that public universities follow training programs related tocertain areas and disciplines, centered on the student and learning, like part of their formation, but they do not have the educativeflexibility and the graduates will need to know other disciplines to complement their professional education.

  18. Preparation for Midskilled Work and Continuous Learning in Nine Community College Occupational Programs

    Science.gov (United States)

    Torraco, Richard J.

    2008-01-01

    This study examines student learning experiences in nine occupational education programs at two Midwestern community colleges. Interviews with 39 program graduates and 10 of their supervisors provided information about the features of the occupational programs that were most beneficial for job preparation, those that were least beneficial for job…

  19. Beyond the Numbers: Data Use for Continuous Improvement of Programs Serving Disconnected Youth

    Science.gov (United States)

    Pate, Austin; Lerner, Jennifer Brown; Browning, Andrea

    2012-01-01

    This publication is a series of in-depth case studies to examine how three programs which serve a disconnected youth population are utilizing data as a tool for continuous program improvement and ongoing accountability. The report features the following programs: (1) Roca, an organization in Massachusetts which engages the highest-risk youth in…

  20. General Atomics Sciences Education Foundation Outreach Programs

    Science.gov (United States)

    Winter, Patricia S.

    1997-11-01

    Scientific literacy for all students is a national goal. The General Atomics (GA) Foundation Outreach Program is committed to playing a major role in enhancing pre-college education in science, engineering and new technologies. GA has received wide recognition for its Sciences Education Program, a volunteer effort of GA employees and San Diego science teachers. GA teacher/scientist teams have developed inquiry-based education modules and associated workshops based on areas of core competency at GA: Fusion -- Energy of the Stars; Explorations in Materials Science; Portrait of an Atom; DNA Technology. [http://www.sci-ed-ga.org]. Workshops [teachers receive printed materials and laboratory kits for ``hands-on" modules] have been presented for 700+ teachers from 200+ area schools. Additional workshops include: University of Denver for Denver Public Schools; National Educators Workshop; Standard Experiments in Engineering Materials; Update '96 in Los Alamos; Newspapers in Education Workshop (LA Times); American Chemical Society Regional/National meetings, and California Science Teachers Association Conference. Other outreach includes High School Science Day, school partnerships, teacher and student mentoring and the San Diego Science Alliance [http://www.sdsa.org].

  1. Changing Health Professionals' Attitudes and Practice Behaviors Through Interprofessional Continuing Education in Oral-Systemic Health.

    Science.gov (United States)

    Mowat, Stephanie; Hein, Casey; Walsh, Tanya; MacDonald, Laura; Grymonpre, Ruby; Sisler, Jeffrey

    2017-12-01

    Integration of oral-systemic science into clinical care holds promise for improving patient outcomes and presenting opportunities for individuals in various health care professions to learn with, from, and about each other. The aim of this study was to examine whether an interprofessional continuing education program dedicated to oral-systemic health improved participants' attitudes toward interprofessional education and collaboration between dental and non-dental health care professionals and whether it influenced the physicians' practice of screening for debilitating oral diseases. The study took place in 2014 and used a mixed-methods approach, consisting of Readiness for Interprofessional Learning Scale (RIPLS) surveys conducted before, immediately after, and six months after the intervention, as well as surveys of self-reported practice behaviors and semi-structured interviews. A total of 231 health care professionals participated in the lectures and roundtable discussions. Of those, 134 responded to the pre-program survey (58% response rate), 110 responded to the post-program survey (48% response rate), and 58 responded to the survey six months after the program (25% response rate). The participants' median total RIPLS score at baseline was 76.5, which increased significantly immediately following the program (81.0) but returned to baseline six months later (76.5). Participants' RIPLS domain scores also increased significantly by profession from before to after the event, with effects returning to baseline after six months. Significantly more physicians reported screening for caries and periodontal disease after the intervention. An overall theme of "learning with, from, and about each other" was drawn from the interviews with 15 participants. The physicians took away a message of "just look in the mouth," while the dental professionals reported feeling valued as members of the health care team. Although reported improvements in oral-systemic health practice

  2. International Education Programs: Access to the World and Its Languages

    Science.gov (United States)

    Office of Postsecondary Education, US Department of Education, 2012

    2012-01-01

    The International Education Programs Service (IEPS) administers 14 education programs. These programs are complementary in nature and designed to benefit a variety of audiences through training programs, research, start-up or enhancement projects, and fellowships. This paper provides brief descriptions of these programs.

  3. The Continuation of Prejudice: Addressing Negative Attitudes in Nurse Training and Continuing Professional Education

    Science.gov (United States)

    Nash, Paul; Stuart-Hamilton, Ian; Mayer, Peter

    2014-01-01

    Measures of attitudes to ageing typically examine only explicit attitudes, treating attitude holders as a homogeneous group with regards to education levels. Implicit attitudes (i.e., the immediate attitudinal response before conscious processes amend that attitude to an explicit attitude) have been less commonly examined. The current study…

  4. Dawn Mission's Education and Public Outreach Program

    Science.gov (United States)

    McFadden, Lucy-Ann A.; Wise, J.; Ristvey, J.; Warner, E. M.

    2007-10-01

    NASA's Dawn mission, the 9th Discovery mission, is the first to orbit two solar system bodies: Vesta (Oct 2011-Apr 2012), then Ceres (Feb-Jul 2015), the most massive Main Belt asteroids. The Education and Public Outreach (EPO) goals are to inspire the next generation of explorers; motivate students to pursue careers in science, technology, engineering and mathematics (STEM); to enhance the quality of STEM education at the K-13 level and engage the public in exploration and discovery. Dawn's website (dawn.jpl.nasa.gov) is central to the dissemination of products and activities. The Dawn E-Newsletter, with 2,301 subscribers, is produced on a quarterly basis. Leonard Nimoy narrated the mission video available on Google videos. Dawn Young Engineers build a paper model of the Dawn spacecraft and submit photos with their constructions. 366,050 names were collected to send to the asteroids. Speaker's kits for the Solar System Ambassadors are online and a poster can be printed via web at a local Office Max. Educational materials about dwarf planets, history and discovery of asteroids, ion propulsion and finding meteorites have been developed. In addition, numerous activities including an interactive activity on ion propulsion, identifying craters (ClickWorkers) and observing asteroids (Telescopes in Education and Amateur Observers' Program) appeal to formal and informal educational audiences. Educators from over 20 states convened in Florida for a workshop in June with the opportunity to meet mission scientists, learn about the modules and activities, observe Vesta through a telescope and tour KSFC. Plans for the coming years include developing modules on instrumentation, theories of the origin of the solar system and data analysis. A planetarium show, museum displays, a video field trip to the asteroid belt and additional educator workshops are planned. This work is funded by NASA's Discovery Program.

  5. Incorporation of continuous student assessment into lectures in engineering education

    Science.gov (United States)

    Myllymäki, S.

    2013-08-01

    A continuous student assessment system was incorporated into an advanced microelectronic course. This study investigated the relationship between the continuous assessment system based on home exams and individual student achievement. The perspective was based on the learning frameworks of the social constructivist theory. Six fourth-year engineering students participated in the study, which covered 13 lectures and 5 home exams. Feedback sessions concerning the particular exam were held after every exam. Correlations between the exams, the feedback, and individual student achievement were computed. The results indicated a positive correlation between continuous assessment and student achievement. Rather than being improved a lot, student achievement stabilised statistically at a higher level. Additionally, student's absence was very low (5%) despite the voluntary participation in the course. Continuous assessment realised with home exams induced two-way discussions between the teacher and the students. Unprompted, the students learned additional material and discussed it in the exam essays, confirming the principles of social constructivist theory.

  6. Optics education through the Arizona Galileoscope program

    Science.gov (United States)

    Pompea, Stephen M.; Sparks, Robert T.; Walker, Constance E.; Dokter, Erin F. C.

    2012-10-01

    The National Optical Astronomy Observatory, in collaboration with Science Foundation Arizona and the Arizona public schools, has initiated a program of optics education that has been implemented in the Arizona cities of Flagstaff, Yuma, and Safford. A program is planned for Globe, Arizona and several other locations. The program is aimed at 5th grade teachers and students. It relies on NOAO-developed optics teaching kits designed around the Galileoscope student telescope kits. The program is designed to reach every 5th grade teacher and every 5th grade student in each city. Professional development is provided for the teachers using the NOAO-developed "Teaching with Telescopes" optics teaching kits which are given to each teacher. Each 5th grade student is part of a team building a Galileoscope and receives additional training on how to use the Galileoscope during the day or night. At the end of the training period a large star party is held for all of the students, their families, and their friends. The program is evaluated through the University of Arizona. This model has been successfully implemented during the past two years and we are exploring national replication. This program provides a cost-effective way to inject optics into the schools in an attractive, citywide program model. The talk will discuss the model in detail and some of the mistakes we have made as we have tested the model.

  7. The ADMSEP Education Scholars Program: a novel approach to cultivating scholarship among psychiatry educators.

    Science.gov (United States)

    Lehmann, Susan W

    2014-06-01

    The author describes the Association of Directors of Medical Student Education in Psychiatry's Education Scholars Program, a 2-year longitudinal, guided mentorship program, anchored by didactic instruction in the fundamental concepts of educational scholarship.

  8. Winter course in physiology: a successful example of continuing education for secondary school teachers in Brazil.

    Science.gov (United States)

    Café-Mendes, Cecília C; Righi, Luana L; Calil-Silveira, Jamile; Nunes, Maria Tereza; Abdulkader, Fernando

    2016-12-01

    In international surveys, Brazilian students have been consistently ranking low in science. Continuing education for secondary school teachers is certainly a way to change this situation. To update teachers and provide teaching and learning experiences for graduate students, our department organized a "Winter Course in Physiology" where schoolteachers had the opportunity to attend lectures that were offered by graduate students and participate in discussions on teaching and learning strategies and their applicability, considering different schools and student age groups. This work evaluated the ways in which the Winter Course in Physiology improves continuing education for secondary school teachers. Graduate students prepared, presented, and discussed with the audience the concepts, content, and topics of the program, which were previously presented to the organizing committee and a supervising professor. Potential participants were recruited based on their curriculum vitae and a letter of intent. During the course, they completed a questionnaire that graded different aspects of course organization and lectures. The results indicated that the Winter Course was positively evaluated. Most topics received a grade of ≥4.0, considering a range of 1.0 (low) to 5.0 (high). In a followup, both the participants and instructors reported positive impacts on their overall knowledge in physiology. Schoolteachers reported improvements in the performance and participation of their students. In conclusion, the results suggested that the Winter Course is a good way to promote continuing education for schoolteachers and promote university outreach. It also provided an important experience for graduate students to develop teaching skills. Copyright © 2016 The American Physiological Society.

  9. Image of the educational organization of higher education as a factor of ensuring continuing education

    OpenAIRE

    Kovaleva Elena Nikolaevna

    2015-01-01

    This article contains the results of research of legitimate stakeholders’ perception of universities – entrants, students, business community; society’s and the state’s ideas about a perfect university were summarized. The importance of creating a positive image of a university for implementing the lifelong education concept in Russia is considered.

  10. [Effects of Breastfeeding Empowerment Program on Breastfeeding Self-efficacy, Adaptation and Continuation in Primiparous Women].

    Science.gov (United States)

    Song, Seon Mi; Park, Mi Kyung

    2016-06-01

    The purpose of this study was to develop a breastfeeding empowerment program and to investigate the effects of the breastfeeding empowerment program on self-efficacy, adaptation and continuation of breastfeeding for primiparous women. The 5 session breastfeeding empowerment program was developed and a non-equivalent control group non-synchronized quasi-experiment design was used. Fifty-five participants were assigned to either the experimental group (n=27) or the control group (n=28). Effects were tested using repeated measures ANOVA and χ²-test. Scores for self-efficacy, adaptation and continuation of breastfeeding of in the experimental group after program were significantly higher than 1 week, 4 weeks, 8 weeks scores in control group. The effects of the breastfeeding empowerment program for elevating self-efficacy, adaptation and continuation of breastfeeding in primiparous women were validated. Therefore, this program can be recommended for vigorous use in clinical practice.

  11. Institutionalizing ESD Standards in Teacher Education Programs: Case of National Accreditation Council for Teacher Education, Pakistan

    Science.gov (United States)

    Mirza, Munawar Sultana

    2015-01-01

    Any reform in education leverages reform in teacher education. The National Accreditation Council for Teacher Education developed Standards for Accreditation of Teacher Education Programs including specific standards relating to Education for Sustainable Development (ESD). Data from 103 teacher education programs (TEPs) accredited during the first…

  12. CTSA approach in education: opportunities and challenges in continuing education teachers

    Directory of Open Access Journals (Sweden)

    Marcia Camilo Figueiredo

    2016-04-01

    Full Text Available In order to initiate the formation of critical citizens from the Basic Education, this research aimed to investigate how a group of teachers from the local public from Londrina in Parana conceives of Science-Technology-Society-Environment Approach (CTSA for the teaching of scientific content. Data were collected through questionnaires and speeches from the participating during a course entitled Science-Technology-Society, offered in the course of Specialization in Education and Technology of the Federal Technological University of Paraná, Brazil. According to the data obtained initially unaware of this entire group approach to teaching. Soon, they were not as elaborate, plan and develop scientific content prioritizing CTSA relations. Therefore, this research promoted participants the innovation pedagogical and methodological knowledge to work the CTSA relationships in the classroom, because teachers revealed in his speeches understanding of how important it is to develop the contents prioritizing CTSA relations to form citizens critical to society. Based on these data, we stress the importance of teaching continuing education that enables the study of the CTSA approach to mobilize a more qualitative basic education.

  13. Adult Continuing Education and Human Resource Development: Present Competitors, Potential Partners

    Science.gov (United States)

    Smith, Douglas H.

    2013-01-01

    "Author's Note": In May 1989, this article was published in "Livelong Learning," the monthly practitioner journal of the American Association for Adult and Continuing Education (Vol. 12, No. 7, pp. 13-17). Now viewed as a period reference article, it presents the relationship of adult and continuing education (ACE) and…

  14. The Relationship between Continuing Education and Perceived Competence, Professional Support, and Professional Value among Clinical Psychologists

    Science.gov (United States)

    Bradley, Stacy; Drapeau, Martin; DeStefano, Jack

    2012-01-01

    Introduction: Continuing education is one of the means by which professionals maintain and increase their level of competence. However, the relationship between continuing education and the professional's sense of personal competence and other practice-related variables remains unclear. This study examined practicing psychologists' continuing…

  15. Analysis of Pharmacy Student Attitudes Toward Continuing Education: A Cross Sectional Study

    Science.gov (United States)

    Bernardi, Vincent W.; McCook, William M.

    1977-01-01

    The general attitudes consistently held by undergraduates in clinically-oriented curricula toward pharmacy continuing education tend to be more like nonparticipants than participants in continuing education. Participant-pharmacists have more favorable attitudes than those classified as student or nonparticipants. (Author/LBH)

  16. CONTINUOUS AND INTEGRATED PROFESSIONAL EDUCATION IN THE DEVELOPMENT OF HUMAN CAPITAL

    Directory of Open Access Journals (Sweden)

    Elena A. Dubik

    2013-01-01

    Full Text Available In the article problems of integrated and continuous professional education are considered. A new continuous integrated professional educational specialist training programme (school - higher school - industrial enterprise and its specifics are discussed. The system makes possible for the human capital to develop its professional skills and scientific knowledge on a life long term.

  17. Continuous Improvement in Education. Advancing Teaching--Improving Learning. White Paper

    Science.gov (United States)

    Park, Sandra; Hironaka, Stephanie; Carver, Penny; Nordstrum, Lee

    2013-01-01

    In recent years, "continuous improvement" has become a popular catchphrase in the field of education. However, while continuous improvement has become commonplace and well-documented in other industries, such as healthcare and manufacturing, little is known about how this work has manifested itself in education. This white paper attempts…

  18. Defining Quality Criteria for Online Continuing Medical Education Modules Using Modified Nominal Group Technique

    Science.gov (United States)

    Shortt, S. E. D.; Guillemette, Jean-Marc; Duncan, Anne Marie; Kirby, Frances

    2010-01-01

    Introduction: The rapid increase in the use of the Internet for continuing education by physicians suggests the need to define quality criteria for accredited online modules. Methods: Continuing medical education (CME) directors from Canadian medical schools and academic researchers participated in a consensus process, Modified Nominal Group…

  19. 77 FR 12041 - Applications for New Awards; Migrant Education Program (MEP) Consortium Incentive Grants Program

    Science.gov (United States)

    2012-02-28

    ... Applications for New Awards; Migrant Education Program (MEP) Consortium Incentive Grants Program AGENCY: Office...: Migrant Education Program (MEP) Consortium Incentive Grants Program; Notice inviting applications for new..., to the Department at the following address: U.S. Department of ] Education, Application Control...

  20. Sexual Health Education in Massage Therapy Programs: A Survey of Program Directors

    Science.gov (United States)

    Zamboni, Brian D.; Healey, Dale K.

    2016-01-01

    Massage therapy program directors completed an online survey to explore sexual education in massage therapy programs. The overall data suggest that program directors are supportive of sexual health education in the training of massage therapists and that such education is integrated into several aspects of their training programs. To enhance…

  1. Continuous quality improvement and the education of the generalist physician.

    Science.gov (United States)

    Headrick, L A; Neuhauser, D; Schwab, P; Stevens, D P

    1995-01-01

    The new health care environment--centered on patients, focused on health, and managed by generalists--requires new competencies for the generalist physician. Among these are knowledge and skills for the continuous improvement of health care. In many areas, generalist physicians already use quality improvement methods and principles to improve the health and health care of their communities. Efforts to teach medical students and residents to improve quality continuously in health care are beginning. Early lessons are: (1) quality improvement is most effectively learned in the context of real work; (2) initial emphasis must be on the basics; (3) the focus is on the needs of those we serve; (4) interdisciplinary skills are essential and best learned during clinical training; and (5) the best learning environment for future generalist physicians, one which results in optimism about the future and the ability to make things better, is an environment that is continuously improving.

  2. 78 FR 18990 - Medical Professionals Recruitment and Continuing Education Programs

    Science.gov (United States)

    2013-03-28

    .../acquired immunodeficiency syndrome (HIV/AIDS), domestic violence and methamphetamine use, in order to... violence and methamphetamine use. Note: Please refer to Section IV.2 (Application and Submission... tobacco products. In addition, Pub. L. 103- 227, the Pro-Children Act of 1994, prohibits smoking in...

  3. Current Status of the Indigenous Languages Education Program from the Ministry of Public Education

    Directory of Open Access Journals (Sweden)

    Karla Ramos Rivas

    2014-09-01

    Full Text Available All of the Costa Rican indigenous languages are in danger of being lost because their spheres of use continue to shrink over time and the intergenerational transmission is diminishing. For this reason, the Costa Rican government has initiated a program to teach indigenous languages as a way to prevent their disappearance. As an effort to obtain a panoramic overview of the current status of indigenous languages education, this article presents a bibliographical review of what has been said about this program, its origins, obstacles and educational achievements. It is concluded that indigenous languages education has not been approached from a second language teaching perspective, there is shortage of educational material and a need for more training and follow-up for teachers, and finally, the non-indigenous population needs to be involved to create a better environment for language revitalization. Aside from providing a formal educational space, little has been done to incorporate indigenous languages in the social life of communities. These languages continue to be anchored in the past and language teachers have been left with a responsibility that should have been shared with the families.

  4. CONTINUING EDUCATION AS A NEW PARADIGM: THE SYNERGY ANALYSIS

    Directory of Open Access Journals (Sweden)

    Paweł Dawidow

    2016-12-01

    Full Text Available The article discusses the concept of lifelong education as a philosophical and pedagogical phenomenon. Implemented by historical and philosophical, ontological and synergistic analysis of the causes of the transition from ‘the finished’ to ‘lifelong’ education. We consider the objectives and principles of lifelong learning, its creative character. The role of lifelong learning as a process of development and self-development of the individual and substantiates its importance for the man in the process of transition to an information society.

  5. Integrating Program Theory and Systems-Based Procedures in Program Evaluation: A Dynamic Approach to Evaluate Educational Programs

    Science.gov (United States)

    Grammatikopoulos, Vasilis

    2012-01-01

    The current study attempts to integrate parts of program theory and systems-based procedures in educational program evaluation. The educational program that was implemented, called the "Early Steps" project, proposed that physical education can contribute to various educational goals apart from the usual motor skills improvement. Basic…

  6. Wilberforce Power Technology in Education Program

    Science.gov (United States)

    Gordon, Edward M.; Buffinger, D. R.; Hehemann, D. G.; Breen, M. L.; Raffaelle, R. P.

    1999-01-01

    The Wilberforce Power Technology in Education Program is a multipart program. Three key parts of this program will be described. They are: (1) WISE-The Wilberforce Summer Intensive Experience. This annual offering is an educational program which is designed to provide both background reinforcement and a focus on study skills to give the participants a boost in their academic performance throughout their academic careers. It is offered to entering Wilberforce students. Those students who take advantage of WISE learn to improve important skills which enable them to work at higher levels in mathematics, science and engineering courses throughout their college careers, but most notably in the first year of college study. (2) Apply technology to reaming. This is being done in several ways including creating an electronic chemistry text with hypertext links to a glossary to help the students deal with the large new vocabulary required to describe and understand chemistry. It is also being done by converting lecture materials for the Biochemistry class to PowerPoint format. Technology is also being applied to learning by exploring simulation software of scientific instrumentation. (3) Wilberforce participation in collaborative research with NASA's John H. Glenn Research Center at Lewis Field. This research has focused on two areas in the past year. The first of these is the deposition of solar cell materials. A second area involves the development of polymeric materials for incorporation into thin film batteries.

  7. 7 CFR 15a.31 - Education programs and activities.

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 1 2010-01-01 2010-01-01 false Education programs and activities. 15a.31 Section 15a.31 Agriculture Office of the Secretary of Agriculture EDUCATION PROGRAMS OR ACTIVITIES RECEIVING OR BENEFITTING FROM FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs and...

  8. 44 CFR 19.400 - Education programs or activities.

    Science.gov (United States)

    2010-10-01

    ... 44 Emergency Management and Assistance 1 2010-10-01 2010-10-01 false Education programs or..., DEPARTMENT OF HOMELAND SECURITY GENERAL NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or...

  9. 10 CFR 5.400 - Education programs or activities.

    Science.gov (United States)

    2010-01-01

    ... 10 Energy 1 2010-01-01 2010-01-01 false Education programs or activities. 5.400 Section 5.400 Energy NUCLEAR REGULATORY COMMISSION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or...

  10. 15 CFR 2008.16 - Security education program.

    Science.gov (United States)

    2010-01-01

    ... 15 Commerce and Foreign Trade 3 2010-01-01 2010-01-01 false Security education program. 2008.16... REPRESENTATIVE Safeguards § 2008.16 Security education program. (a) The Office of the Special Representative for... charged with the implementation of this security education program and shall issue detailed procedures for...

  11. 45 CFR 2555.400 - Education programs or activities.

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false Education programs or activities. 2555.400 Section... COMMUNITY SERVICE NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities...

  12. 36 CFR 1211.400 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 36 Parks, Forests, and Public Property 3 2010-07-01 2010-07-01 false Education programs or... ADMINISTRATION GENERAL RULES NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities...

  13. 13 CFR 113.400 - Education programs or activities.

    Science.gov (United States)

    2010-01-01

    ... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false Education programs or activities... ADMINISTRATOR Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal Financial Assistance Discrimination on the Basis of Sex in Education Programs Or Activities Prohibited § 113...

  14. 24 CFR 3.400 - Education programs or activities.

    Science.gov (United States)

    2010-04-01

    ... 24 Housing and Urban Development 1 2010-04-01 2010-04-01 false Education programs or activities. 3... Urban Development NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities...

  15. 29 CFR 36.400 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 29 Labor 1 2010-07-01 2010-07-01 true Education programs or activities. 36.400 Section 36.400 Labor Office of the Secretary of Labor NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or...

  16. The Group as Support in a Native Teacher Education Program.

    Science.gov (United States)

    Lang, H. R.; Scarfe, D. R.

    This study examines a specific Indian/Metis teacher education program which uses the group as a support system--the Saskatchewan Urban Native Teacher Education Program (SUNTEP) at Regina. SUNTEP is a part of the Elementary Teacher Education Program of the Univesity of Regina. This paper: (1) discusses the support services and systems provided as a…

  17. The effect of fluency in English on the continuing professional development of nurses educated overseas.

    Science.gov (United States)

    Terry, Louise M; Carr, Graham; Williams, Linda

    2013-03-01

    In the United Kingdom, many nurses who were educated overseas and are not native English speakers are undertaking continuing professional development study within their host country. This study investigated the effect of fluency in English on the teaching and learning of registered nurses undertaking continuing professional development within a health and social care faculty in a U.K. university. A qualitative, interpretive method was used. Data were obtained through thematic analysis of semi-structured individual interviews with educators, nurses educated in the United Kingdom, and nurses educated overseas who were not native English speakers and were undertaking continuing professional development. Participants included six educators, six registered nurses who were educated in the United Kingdom, and six registered nurses who were educated overseas and were not native English speakers. Educators resorted to generalizations in describing nurses' teaching and learning characteristics. Classroom dynamics that impeded nurses' learning were reported. Critical thinking, academic success, and integration within the classroom were affected by the ability to research, question, and discuss new or complex continuing professional development topics in English. Fluency in academic nursing English is necessary for successful continuing professional development. Educators should use and develop strategies to encourage integration in the classroom between nurses who were educated in the United Kingdom and those who were educated overseas and are not native English speakers to support critical thinking and engagement by all participants. Copyright 2013, SLACK Incorporated.

  18. Sexual Orientation and Music Education: Continuing a Tradition

    Science.gov (United States)

    Bergonzi, Louis

    2014-01-01

    This article offers an overview of sexual orientation and music education, in particular how sexual orientation--specifically, heterosexuality--has been dominant in the teaching of music in the United States. Scenarios of heterosexual privilege related to music students, music teachers, and instructional content are presented. After acknowledging…

  19. Reframing University Continuing Education's Role in Community Engagement

    Science.gov (United States)

    McRae, Heather

    2012-01-01

    In Canada, a growing interest within higher education in community engagement practices is evidenced through the establishment of national networks, funding opportunities for community-university research partnerships, and the development of specially designated centres on university campuses. However, based on the literature in continuing…

  20. Continuing medical education in Europe: towards a harmonised system.

    NARCIS (Netherlands)

    Costa, A.; Hemelryck, F. Van; Aparicio, A.; Gatzemeier, W.; Leer, J.W.H.; Maillet, B.; Hossfeld, D.K.

    2010-01-01

    One of the first reports on the state of medical education was published in 1910 in North America, with the support of the Carnegie Foundation, showing that the interest for this issue dates back at least a century. Doctors (and nurses) are among the few professionals who managed to avoid for a long