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Sample records for training continuing professional

  1. Continuous professional training of medical laboratory scientists in ...

    African Journals Online (AJOL)

    Background. Training and re-training of healthcare workers is pivotal to improved service delivery. Objective. To determine the proportion of practising medical laboratory scientists with in-service training in Benin City, Nigeria and areas covered by these programmes. Methods. Medical laboratory scientists from Benin City ...

  2. Formal and Informal Continuing Education Activities and Athletic Training Professional Practice

    Science.gov (United States)

    Armstrong, Kirk J.; Weidner, Thomas G.

    2010-01-01

    Abstract Context: Continuing education (CE) is intended to promote professional growth and, ultimately, to enhance professional practice. Objective: To determine certified athletic trainers' participation in formal (ie, approved for CE credit) and informal (ie, not approved for CE credit) CE activities and the perceived effect these activities have on professional practice with regard to improving knowledge, clinical skills and abilities, attitudes toward patient care, and patient care itself. Design: Cross-sectional study. Setting: Athletic training practice settings. Patients or Other Participants: Of a geographic, stratified random sample of 1000 athletic trainers, 427 (42.7%) completed the survey. Main Outcome Measure(s): The Survey of Formal and Informal Athletic Training Continuing Education Activities was developed and administered electronically. The survey consisted of demographic characteristics and Likert-scale items regarding CE participation and perceived effect of CE on professional practice. Internal consistency of survey items was determined using the Cronbach α (α  =  0.945). Descriptive statistics were computed for all items. An analysis of variance and dependent t tests were calculated to determine differences among respondents' demographic characteristics and their participation in, and perceived effect of, CE activities. The α level was set at .05. Results: Respondents completed more informal CE activities than formal CE activities. Participation in informal CE activities included reading athletic training journals (75.4%), whereas formal CE activities included attending a Board of Certification–approved workshop, seminar, or professional conference not conducted by the National Athletic Trainers' Association or affiliates or committees (75.6%). Informal CE activities were perceived to improve clinical skills or abilities and attitudes toward patient care. Formal CE activities were perceived to enhance knowledge. Conclusions: More

  3. Impact of new information technologies on training and continuing education for rural health professionals.

    Science.gov (United States)

    Crandall, L A; Coggan, J M

    1994-01-01

    Recently developed and emerging information and communications technologies offer the potential to move the clinical training of physicians and other health professionals away from the resource intensive urban academic health center, with its emphasis on tertiary care, and into rural settings that may be better able to place emphasis on the production of badly needed primary care providers. These same technologies also offer myriad opportunities to enhance the continuing education of health professionals in rural settings. This article explores the effect of new technologies for rural tele-education by briefly reviewing the effect of technology on health professionals' education, describing ongoing applications of tele-education, and discussing the likely effect of new technological developments on the future of tele-education. Tele-education has tremendous potential for improving the health care of rural Americans, and policy-makers must direct resources to its priority development in rural communities.

  4. A Systematic Review (SR) of the Effective Continuing Professional Development (CPD) Training of Welfare Professionals

    DEFF Research Database (Denmark)

    Torgerson, Carole; Nielsen, Chantal Pohl; Gascoine, Louise

    2017-01-01

    as demonstrated by pre-tests in the outcomes of interest but excluding studies using an instrumental variable approach), including studies using regression discontinuity design. We will search substantively for studies in the fields of education, social welfare and crime and justice.......The quality of the professional development of education and welfare professionals working with children and young people (for example, pre-school teachers or ‘pedagogues’, school teachers, teaching assistants, social workers, psychologists, police officers etc.) is of key importance to policy...... makers and practitioners in these fields. The general wellbeing of a country’s citizens and the provision of better opportunities in terms of educational and social welfare outcomes (for example, participation in higher education and reduction of anti-social behaviour) have been linked to the quality...

  5. A Review of Continuing Professional Development (CPD of Training Competencies for Malaysian Mechanical Industries

    Directory of Open Access Journals (Sweden)

    Kasman Zeti

    2018-01-01

    Full Text Available The aim of this paper is to review issues in continuing professional development of vocational training to the mechanical industries. The spectacle of individuals entering the labour market without relevant qualifications is common in Malaysia. There are many who choose to work instead of pursuing further education after secondary school. In the labour market, these individuals are considered to be low-skilled workers because they had no training prior to employment. The role of employers in providing training and education to employees is vital in establishing career development of employees. Employers who contributed to their employees' training funds through Human Resources Development Council would provide opportunities to increase the skills of workers. Based on the Malaysia's Development Plan of Occupational Skill, the issues and challenges that have been identified in producing skilled workers in interpersonal and technical skills. This paper provided an opportunity to examine an enterprise-based approach to skill formation for workers with basic academic qualifications. It presents an alternative scenario to institution-based Technical and Vocational Education and Training (TVET, which many Malaysians are familiar with. A structured curriculum development of human resources learning needs according to the job profile of the typical individual and group work which will provide a clearer perspective on knowledge, competence and skill levels of employee behavior in performing tasks will be discussed. The biggest impact on this study is to produce high skill employees concerning customer satisfaction and increased organizational productivity towards high income nations.

  6. Predicting Workplace Transfer of Learning: A Study of Adult Learners Enrolled in a Continuing Professional Education Training Program

    Science.gov (United States)

    Nafukho, Fredrick Muyia; Alfred, Mary; Chakraborty, Misha; Johnson, Michelle; Cherrstrom, Catherine A.

    2017-01-01

    Purpose: The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program, specifically training courses offered through face-to-face, blended and online instruction formats. The study examined the predictive capacity of trainee…

  7. Continuing professional development training needs of medical laboratory personnel in Botswana.

    Science.gov (United States)

    Kasvosve, Ishmael; Ledikwe, Jenny H; Phumaphi, Othilia; Mpofu, Mulamuli; Nyangah, Robert; Motswaledi, Modisa S; Martin, Robert; Semo, Bazghina-Werq

    2014-08-18

    Laboratory professionals are expected to maintain their knowledge on the most recent advances in laboratory testing and continuing professional development (CPD) programs can address this expectation. In developing countries, accessing CPD programs is a major challenge for laboratory personnel, partly due to their limited availability. An assessment was conducted among clinical laboratory workforce in Botswana to identify and prioritize CPD training needs as well as preferred modes of CPD delivery. A self-administered questionnaire was disseminated to medical laboratory scientists and technicians registered with the Botswana Health Professions Council. Questions were organized into domains of competency related to (i) quality management systems, (ii) technical competence, (iii) laboratory management, leadership, and coaching, and (iv) pathophysiology, data interpretation, and research. Participants were asked to rank their self-perceived training needs using a 3-point scale in order of importance (most, moderate, and least). Furthermore, participants were asked to select any three preferences for delivery formats for the CPD. Out of 350 questionnaires that were distributed, 275 were completed and returned giving an overall response rate of 79%. The most frequently selected topics for training in rank order according to key themes were (mean, range) (i) quality management systems, most important (79%, 74-84%); (ii) pathophysiology, data interpretation, and research (68%, 52-78%); (iii) technical competence (65%, 44-73%); and (iv) laboratory management, leadership, and coaching (60%, 37-77%). The top three topics selected by the participants were (i) quality systems essentials for medical laboratory, (ii) implementing a quality management system, and (iii) techniques to identify and control sources of error in laboratory procedures. The top three preferred CPD delivery modes, in rank order, were training workshops, hands-on workshops, and internet-based learning

  8. Application of a contextual instructional framework in a continuing professional development training program for physiotherapists in Rwanda.

    Science.gov (United States)

    Dunleavy, Kim; Chevan, Julia; Sander, Antoinette P; Gasherebuka, Jean Damascene; Mann, Monika

    2018-06-01

    Continuing professional development is an important component of capacity building in low resource countries. The purpose of this case study is to describe the use of a contextual instructional framework to guide the processes and instructional design choices for a series of continuing professional development courses for physiotherapists in Rwanda. Four phases of the project are described: (1) program proposal, needs assessment and planning, (2) organization of the program and instructional design, (3) instructional delivery and (4) evaluation. Contextual facilitating factors and needs informed choices in each phase. The model resulted in delivery of continuing professional development to the majority of physiotherapists in Rwanda (n = 168, 0.48 rural/0.52 urban) with participants reporting improvement in skills and perceived benefit for their patients. Environmental and healthcare system factors resulted in offering the courses in rural and urban areas. Content was developed and delivered in partnership with Rwandan coinstructors. Based on the domestic needs identified in early courses, the program included advocacy and leadership activities, in addition to practical and clinical instruction. The contextual factors (environment, healthcare service organization, need for rehabilitation and status and history of the physiotherapy profession) were essential for project and instructional choices. Facilitating factors included the established professional degree and association, continuing professional development requirements, a core group of active professionals and an existing foundation from other projects. The processes and contextual considerations may be useful in countries with established professional-level education but without established postentry-level training. Implications for Rehabilitation Organizations planning continuing professional development programs may benefit from considering the context surrounding training when planning, designing and

  9. The changing training needs of clinical nurse managers: exploring issues for continuing professional development.

    Science.gov (United States)

    Gould, D; Kelly, D; Goldstone, L; Maidwell, A

    2001-04-01

    To identify areas where clinical nurse managers perceived that they would benefit from further training and to make recommendations for planning future programmes to meet their needs. The effectiveness of the clinical nurse manager has traditionally been associated with maintaining standards of care. Continuing professional development (CPD) is essential to ensure this important group feel adequately prepared to perform their role and has been recognized as an important factor in maintaining job satisfaction and reducing wasteful staff turnover. A review of the literature indicated that since the 1980s the CPD needs of clinical nurse managers have tended to be overlooked despite increasing complexity of the tasks expected of them. Thus it appeared that a fresh study to address these needs would be justified and should take into account sources of work-related stress and variables relating to job satisfaction. The study involved clinical nurse managers employed in all four acute hospital National Health Service (NHS) trusts where training needs were served by a major inner city educational consortium. Data collection proceeded in two stages. Initially interviews were undertaken with a random sample of 15 clinical nurse managers to provide in-depth, qualitative data. This information was used to develop a survey questionnaire distributed to the remaining 182 clinical nurse managers in each of the trusts. Data from the interviews indicated that clinical nurse managers appeared to feel clinically competent but generally experienced lack of confidence when dealing with a range of issues, in particular; human resources, managing budgets, deputizing for senior colleagues across the trust ('acting up') and using information technology in everyday practice. Response rate to the survey was good (65%). The results corroborated the interview findings, indicating a need for updating in the same wide range of topics. There were few differences in training needs across all four

  10. [Health and indigenous peoples in Brazil: the challenge of professional training and continuing education of workers in intercultural contexts].

    Science.gov (United States)

    Diehl, Eliana Elisabeth; Pellegrini, Marcos Antonio

    2014-04-01

    This article discusses training and continuing medical education for indigenous health workers and health professionals in indigenous health under the guidelines of the Brazilian National Healthcare Policy for Indigenous Peoples, which is currently behind schedule and incomplete as part of the official government agenda. Based on inter-sector proposals for health training by the Ministries of Health and Education, the article highlights the case of indigenous healthcare, emphasizing that government initiatives in this area still need to incorporate the concept of continuing education, a powerful tool for fostering intercultural dialogue and orienting health practices.

  11. Need for Danish science teachers' continual professional development after pre-service training

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

    about their own subject matter knowledge may, for a large subgroup in the cohort, affect how the teachers‘ approach the physics content when teaching primary Science & Technology (grade 1-6 in the Danish schools). Beside this the cohort can be divided into subgroups with great variation in strengths......Results from a survey of a local cohort of newly qualified Danish science teachers before they began their first jobs in primary and lower secondary schools (n=110) show a need for continual Professional Development (PD). The results highlight two main areas of concern based on the newly qualified...... teachers´ reflections on scenarios of science teaching, their considerations about themselves as future science teachers etc. These include a tendency for the teachers to limit Inquiry Based Science Teaching to activity driven science, which suggests there is a need both in in-service PD and pre...

  12. Continuing education and professional development

    International Nuclear Information System (INIS)

    Adams, Edwina

    2002-01-01

    The success of a profession will be determined upon its education and training. A profession is required to encompass: a core body of knowledge; a set of ethical codes of practice; and have practitioners with humanistic qualities. In order to maintain the success of a profession it is necessary to have continuing education, which enhances professional development. Continuing professional education includes a form of self-regulation, which ensures the maintenance of a minimum standard of practice in this ever-changing workplace, and by regulating this standard, the discipline becomes more accountable to the client and the profession as a whole. In Australia, the Nuclear Medicine society's continuing education programs and Universities offering postgraduate programs promote continuing education. If technologists are to successfully keep up with developments in instrumentation, protocols and changing health care requirements, we must ensure that the education of practitioners does not cease at certification of entry to the workplace (Au)

  13. Education, training and continuous professional development in the radiological protection of patients

    International Nuclear Information System (INIS)

    Wagner, L.K.

    2001-01-01

    Education and training in the radiological protection of patients has to face many challenges. These stem from the interdisciplinary nature of the personnel involved, their varied backgrounds, the difficult to quantify risk and benefit considerations, concern for quality of the end product, changing attitudes as knowledge develops in fast growing areas of technology and the wide complexity of the equipment used. On the one hand there is a need for giving orientation about the medical exigencies and situations in clinical practice to the radiation protection regulators and, on the other, more and more clinicians without any training in radiation protection are getting involved in the use of high levels of radiation through angiographic procedures. It is hence no wonder that the deterministic effects of radiation have been observed in patients undergoing angiographic procedures. A review of the state of the art in education and training and identifying educational challenges is therefore needed. The medical training of physicians and support personnel in the health care use of ionizing or other radiation in patients is particularly challenging for many reasons, most of which are unique to health care. These include those described in the paper. (author)

  14. Education, training and continuing professional development for the medical physicist - The EFOMP view in relation to EC Council directives

    International Nuclear Information System (INIS)

    Lamm, I.L.

    2001-01-01

    The European Federation of Organisations for Medical Physics, EFOMP, is an umbrella organisation for National Medical Physics Organisations. One of the main objectives of EFOMP is to harmonise and promote the best practice of Medical Physics within Europe. To accomplish this goal, EFOMP has presented various recommendations and guidelines in a number of Policy Statements, unanimously adopted by EFOMP Member Organisations. Policy Statement No 9, 'Radiation Protection of the Patient in Europe: The Training of the Medical Physics Expert in Radiation Physics or Radiation Technology', is the EFOMP response to the Medical Exposure Directive, 97/43/Euratom. Here EFOMP presents its recommendations on the role and the competence requirements of the Medical Physics Expert, defined in this Directive, together with recommendations on education, training and Continuing Professional Development. The previous Directive 96/29/Euratom, the Basic Safety Standards Directive, defines a 'Qualified Expert' in the radiation protection of workers and the general public. EFOMP has an ongoing discussion on the interpretation of the competence requirements of the Qualified Expert in medical practice. The EFOMP approach to achieve harmonisation in the qualification of the Medical Physicist is to encourage the establishment of education and training schemes according to EFOMP recommendations. (author)

  15. Professionalism in nuclear training

    International Nuclear Information System (INIS)

    Bruno, R.

    1983-01-01

    The approach of an individual in the nuclear training environment to his colleagues, trainees, and his own personal growth should be determined by his desire to be a professional. This paper discusses professionalism as an on-going process. That is, professionalism is not an entity that a person can acquire; rather it is a complicated superposition of many facets of an individual's attempt to work for solutions to problems, not problems with solutions

  16. Using Computer-Based Continuing Professional Education of Training Staff to Develop Small- and Medium-Sized Enterprises in Thailand

    Science.gov (United States)

    Sooraksa, Nanta

    2012-01-01

    This paper describes a career development program for staff involved in providing training for small- and medium-sized enterprises (SMEs) in Thailand. Most of these staff were professional vocational teachers in schools. The program uses information communication technology (ICT), and its main objective is to teach Moodle software as a tool for…

  17. 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.

  18. Leading and Managing Continuing Professional Development: Developing People, Developing Schools

    Science.gov (United States)

    Earley, Peter; Bubb, Sara

    2004-01-01

    This book has been written for those who lead and manage continuing professional development (CPD). Continuing professional development co-coordinators hold a key role and one that needs to be developed further in many schools. This book is intended to help people think more deeply about the professional development and training of staff--all…

  19. El perfil profesional de los formadores de formación continua en España. [The professional profile of trainers working in continuous training in Spain].

    Directory of Open Access Journals (Sweden)

    Mamaqi, Xhevrie

    2011-04-01

    Full Text Available The aim of this study is to analyze and describe the professional profile of trainers working in continuous training in Spain. For this purpose we have developed a structured questionnaire was applied in person to a sample of 606 instructors nationwide. The questionnaire has provided information on aspects such as the socio-occupational status of instructors, their degree of professionalism, and the importance of professional skills. The information gathered has been analyzed by multivariate methods to determine the dominant professional profiles. The quantitative analysis includes the Categorical of Principal Components Analysis (CATPCA to analyze the skills and capabilities of the trainer and cluster analysis in two stages to get the profiles. Four dominant profiles have been deduced by the cluster analysis. The occupational variables, professional experience profiles and competences/skills produce the major discrepancies between the four profiles. El objetivo de este trabajo es analizar y describir los perfiles profesionales del formador de formación continua en España. Con este propósito se ha elaborado un cuestionario estructurado que se ha aplicado de forma presencial a una muestra de 606 formadores a nivel nacional. El cuestionario ha proporcionado información sobre aspectos como el estatus socio-laboral del formador, el grado de profesionalización y la importancia de las competencias profesionales de los formadores. La información recabada ha sido analizada mediante métodos multivariantes para determinar los perfiles profesionales dominantes. El análisis cuantitativo incluye el Análisis de Componentes Principales Categóricos (CATPCA para analizar las competencias y capacidades del formador y el análisis Cluster en Dos Fases para obtener los perfiles. De los resultados obtenidos se han deducido cuatro perfiles profesionales dominantes siendo las variables ocupacionales, experiencia profesional y de las capacidades las que mayor

  20. Pedagogical professional training in Cuban educative context

    Directory of Open Access Journals (Sweden)

    Mayre Acosta Calderón

    2015-05-01

    Full Text Available The conception of the pedagogical professional training has evolved alongside with the educative changes that have taken place in the history of Cuban education. This research was intended to examine the evolution of professional training from the foundation of colleges of Education to the present. The study takes into account the relation of the instructive, educative and developing aspects; the development of the professional needs and their influence on cognitive and formative activity of learners and their professional performance; the components of contents included in the evaluation of the professional competence; and the comprehensive disciplinary approach of the formation process. Thus, this investigation is aimed at providing a historical analysis of the development of the pedagogical professional training, illustrating the continuity of the formative process in Cuban context. This study revealed the main trends of the pedagogical professional training for the General Senior High Education, It shows the movement from a former segmentation of instructive and educative components and emotional and intellectual educations to a and interconnected approach of both processes.

  1. A Reflection on Continuing Professional Education Research

    Science.gov (United States)

    Brennan, Barrie

    2017-01-01

    Barrie Brennan's thesis entitled "Continuing Professional Education in Australia. A Tale of Missed Opportunities" offers a history of Continuing Professional Development (CPD) in the Australian context. This paper arose from Brennan's research for his thesis and is focused on issues that arose from the introduction of Australia's…

  2. X-train: teaching professionals remotely.

    Science.gov (United States)

    Santerre, Charles R

    2005-05-01

    Increased popularity of the Internet, along with the development of new software applications have dramatically improved our ability to create and deliver online continuing education trainings to professionals in the areas of nutrition and food safety. In addition, these technological advances permit effective and affordable measurement of training outcomes, i.e., changes in knowledge, attitude, and behavior, that result from these educational efforts. Impact assessment of engagement programs is becoming increasing important for demonstrating the value of training activities to stakeholders. A novel software program, called X-Train, takes advantage of technological advances (databases, computer graphics, Web-based interfaces, and network speed) for delivering high-quality trainings to teachers and health care professionals. X-Train automatically collects outcome data, and generates and sends certificates of completion and communicates with participants through electronic messages. X-Train can be used as a collaborative tool whereby experts from various academic institutions are brought together to develop Web-based trainings. Finally, X-Train uses a unique approach that encourages cooperative extension specialists and educators to promote these educational opportunities within their state or county.

  3. Continuing Professional Development in the quantity surveying ...

    African Journals Online (AJOL)

    This research study was conducted in order to investigate Continuing Professional Development (CPD) in the South African quantity surveying profession. The study further aimed to establish the reasons why some quantity surveyors do not acquire the required CPD hours and face losing their professional registration with ...

  4. Barriers to continuous professional development participation for ...

    African Journals Online (AJOL)

    Background. Updating knowledge and skills on an ongoing basis is an important requirement if one is to remain professionally relevant. Formalised continuous professional development (CPD) is, therefore, essential to stay up to date in a dynamic work environment. The majority of radiographers in Kenya work in remote ...

  5. Continuing professional development and ICT: target practice.

    Science.gov (United States)

    Eaton, K A; Reynolds, P A

    2008-07-26

    Ever-increasing needs and demands by dentists and all other members of the dental team for education and training at all levels - undergraduate, postgraduate and continuing - are straining the resources of existing providers of such education. At the same time, there are ever-increasing opportunities to develop online delivery and the use of a range of information and communication technology (ICT) systems and services further, in all aspects of dental education. This paper reviews recent developments that have led to an increased demand for dental postgraduate programmes and continuing professional development (CPD) courses in the United Kingdom and then discusses how ICT has and will impact on teaching practice. Examples include the use of teaching and learning resources in a virtual learning environment (VLE) and the increasing use of blended learning. The paper then explores the need for both teachers and students to adapt to the new environment to ensure they can benefit to the maximum and that teaching and learning practices are changed accordingly.

  6. Examining the Satisfaction Levels of Continual Professional Development Provided by a Rural Accounting Professional Body

    Science.gov (United States)

    Halabi, Abdel K.

    2014-01-01

    The Society for the Provision of Education in Rural Australia (SPERA) recognises education as a lifelong process, and there is a need for continuing education and training to be available to rural communities. This paper examines the satisfaction levels of accounting continual professional development (CPD) when provided by a rural accounting…

  7. Competency-based continuing professional development

    NARCIS (Netherlands)

    Campbell, Craig; Silver, Ivan; Sherbino, Jonathan; Ten Cate, Olle; Holmboe, Eric S.

    2010-01-01

    Competence is traditionally viewed as the attainment of a static set of attributes rather than a dynamic process in which physicians continuously use their practice experiences to "progress in competence'' toward the attainment of expertise. A competency-based continuing professional development

  8. Teachers' Continuing Professional Development: Framing a Model of Outcomes

    Science.gov (United States)

    Harland, John; Kinder, Kay

    2014-01-01

    In order to contribute towards the construction of an empirically-grounded theory of effective continuing professional development (CPD), this paper seeks to develop a model of the effects of teachers' CPD or in-service education and training (INSET). It builds on an earlier typology of INSET outcomes and compares it to two previous classification…

  9. Entrustable professional activity (EPA) reshapes the practice of specialist training.

    Science.gov (United States)

    Niemi-Murola, Leila

    In addition to medical expertise, competence-based medical training comprises communication and collaboration skills, professionalism, and leadership skills. Continuous feedback is essential for learning and development, and feedback only from the medical specialist examination taken in the end of training does not ensure thorough specialist training. Entrustable professional activity (EPA) is a unit of professional practice, defined as tasks or responsibilities typical of the specialty. EPA translates competence-based training into manageable and meaningful entities and provides tools for the evaluation of medical competence.

  10. Continuous professional development of educators: the state ...

    African Journals Online (AJOL)

    Continuous Professional Development (CPD) for educators should form an integral part of an education system. CPD should include diverse programmes that are reflective and that promote and embrace technological development. Such programmes would make it possible to respond to challenges brought about by ...

  11. Continuing professional development | Hellenberg | South African ...

    African Journals Online (AJOL)

    It would be unlikely that many of today\\'s practicing family doctors have not been involved in Continuing Medical Education (CME) activities. It would be equally unlikely, however, that these activities were part of any contextually structured educational plan towards professional development. Often driven by external need ...

  12. Continuing Professional Development in the quantity surveying ...

    African Journals Online (AJOL)

    1991-01-01

    Jan 1, 1991 ... The research established that quantity surveyors regarded handing in their CPD ... Surveying, Walter Sisulu University, PO Box 1421, East London, 5200, South Africa. ... Keywords: Continuing professional development, quantity surveying, perception .... In spite of this opportunity enshrined in the Act, the.

  13. Marketing Realities in Continuing Professional Education.

    Science.gov (United States)

    Craven, Ruth F.; DuHamel, Martha B.

    2000-01-01

    Describes tenets of continuing professional education marketing: identify target audience, define mission, assess community needs, identify competition, establish credibility, develop marketing plans, provide options, evaluate, and develop high-quality programs. Offers advice for pricing, cancellations, new courses, promotion expenses, direct…

  14. 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…

  15. Global perspective on continuing professional development

    Directory of Open Access Journals (Sweden)

    Lawrence T. Sherman

    2018-05-01

    Full Text Available Healthcare professionals worldwide participate in continuing professional development (CPD to remain competent in practice, and to ensure they provide high-quality care to patients. Globally, CPD systems have evolved at different rates resulting in significant variation in structure, requirements, and oversight. In some countries, CPD has moved from single profession educational designs and formal didactic methods of delivery to educational models that are innovative, dynamic, and learnercentric. In other countries, CPD is a neglected part of the healthcare education continuum. This article provides a global perspective on the evolution of CPD over the past 20 years, and identifies opportunities for the future.

  16. A QUEST for sustainable continuing professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2017-01-01

    Continuing Professional Development (CPD) can be crucial in improving teaching, and student learning. Extant research suggests consensus pertaining to the core features of effective CPD including content focus, active learning, coherence, duration and collaborative activities. This chapter reports...... organized by the local PLC, and individual enactments in the teachers’ own classrooms. This “rhythm” has now been institutionalized, and even though the project has come to an end, there is still networking across schools and PLC activities continue in all five municipalities. In order to assess...... on a large-scale, long-term Danish CPD project for which all the activities were created with these consensus criteria in mind. The overall purpose has been to develop a sustainable model for CPD that acknowledges teachers’ situated learning in professional learning communities (PLCs), supports bottom...

  17. Measuring the Quality of Professional Development Training

    Science.gov (United States)

    Gaumer Erickson, Amy S.; Noonan, Patricia M.; Brussow, Jennifer; Supon Carter, Kayla

    2017-01-01

    High-quality, evidence-based professional development is essential to ensure that teachers obtain the knowledge, strategies and skills necessary to positively impact student learning. While the primary form of professional development, training has rarely been evaluated for quality beyond the satisfaction of those being trained. The Observation…

  18. THE ROMANIAN GEOGRAPHY TEACHERS’ OPINIONS ON CONTINUOUS TRAINING

    Directory of Open Access Journals (Sweden)

    ANCA LIANA GALE

    2017-02-01

    Full Text Available In the first part of the paper, we present the legislation from Romania and the methodologies related to the continuous training of teachers. In order to know the teachers’ opinions about their professional development, about the programes, courses and other training activities in which they were involved and about their needs for continuous training as geography teachers, a questionnaire was applied, and was completed by 170 teachers. The results were analysed and interpreted. These views are important because, based on them, decisions can be made concerning the teachers’ continuous training at both ministry level, as well as at the level of various institutions involved in such activities.

  19. Continuing professional development for general practitioners

    DEFF Research Database (Denmark)

    Tulinius, Charlotte; Hølge-Hazelton, Bibi

    2010-01-01

    OBJECTIVES: The profession of medicine has long been characterised by virtues such as authorisation, specialisation, autonomy, self-regulation and adherence to an ethical code of practice, and its complexity has granted it the privilege of self-regulation. Studies have shown continuing professional...... development (CPD) for general practitioners (GPs) to be most effective when it is set up within a multi-method design. This paper reports a research-based evaluation of a 2-year educational CPD project for 21 GPs. METHODS: The project focused on the issue of 'children in need' and was delivered through group...

  20. European projects as Continuous Professional Development

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

    Recent years have seen an increased awareness of the need for Continuous Professional Development (CPD) of academic staff teaching international programmes to diverse student audiences. At the same time, many academic units are under pressure from the university leadership teams to demonstrate...... the impact it has had on partner representatives’ awareness of the key issues related to the teaching and learning in the multilingual and multicultural learning space. Moreover, it demonstrates to which extent they have changed their behavior as a result of what they, personally, have learned while working...

  1. Competency-based continuing professional development.

    Science.gov (United States)

    Campbell, Craig; Silver, Ivan; Sherbino, Jonathan; Cate, Olle Ten; Holmboe, Eric S

    2010-01-01

    Competence is traditionally viewed as the attainment of a static set of attributes rather than a dynamic process in which physicians continuously use their practice experiences to "progress in competence" toward the attainment of expertise. A competency-based continuing professional development (CPD) model is premised on a set of learning competencies that include the ability to (a) use practice information to identify learning priorities and to develop and monitor CPD plans; (b) access information sources for innovations in development and new evidence that may potentially be integrated into practice; (c) establish a personal knowledge management system to store and retrieve evidence and to select and manage learning projects; (d) construct questions, search for evidence, and record and track conclusions for practice; and (e) use tools and processes to measure competence and performance and develop action plans to enhance practice. Competency-based CPD emphasizes self-directed learning processes and promotes the role of assessment as a professional expectation and obligation. Various approaches to defining general competencies for practice require the creation of specific performance metrics to be meaningful and relevant to the lifelong learning strategies of physicians. This paper describes the assumptions, advantages, and challenges of establishing a CPD system focused on competencies that improve physician performance and the quality and safety of patient care. Implications for competency-based CPD are discussed from an individual and organizational perspective, and a model to bridge the transition from residency to practice is explored.

  2. Professional Competence and Continuing Professional Development in Accounting: Professional Practice vs. Non-Practice

    Science.gov (United States)

    Murphy, Brid

    2017-01-01

    In 2004, the International Federation of Accountants introduced International Education Standard 7 (IES 7), requiring all member professional accounting bodies to adopt mandatory continuing professional development (CPD) schemes. IES 7 places responsibility on individual accounting practitioners to maintain, develop and certify appropriate…

  3. COMPUTER TRAINING AND PROFESSIONAL LIBRARY

    African Journals Online (AJOL)

    professional library activities of the subject (R = 0.28507, P < 0.05). Suggestions ... hold great value for Strategic planning. ... In Pakistan for example, the Pakistan Library ..... OECD, A report on management of marketing information. OASIS ...

  4. A QUEST for sustainable continuing professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2017-01-01

    on a large-scale, long-term Danish CPD project for which all the activities were created with these consensus criteria in mind. The overall purpose has been to develop a sustainable model for CPD that acknowledges teachers’ situated learning in professional learning communities (PLCs), supports bottom...... organized by the local PLC, and individual enactments in the teachers’ own classrooms. This “rhythm” has now been institutionalized, and even though the project has come to an end, there is still networking across schools and PLC activities continue in all five municipalities. In order to assess...... experiencing changes in collaboration and classroom practice. Furthermore there seems to be a delayed correlation between schools with the most sustained PLC activities and student outcomes. Factors supporting sustainability are discussed, these include scaffolding the teachers’ collaborative inquiries...

  5. The Praxis Teacher from Continuing Training

    Directory of Open Access Journals (Sweden)

    Yuraima Margelis Matos

    2017-05-01

    Full Text Available Related with the demands and policies that the Venezuelan system is setting, it´s necessary to make emphasis in the need for continuing formation of teachers in order to optimize their educational practice; even more when teachers now day have to be in constant process of formation and transformation. It´s necessary to mention that this study is part of a macro research that has been done in the U.E.B. The Paramito, Merida State, which presents one of its research purposes: to reveal through the voices of teachers conception of teaching practice from continuing training they receive. Methodologically it was addressed from the qualitative paradigm directed by the Participatory Action, which emerged from a diagnosis made and led to describe a phase research study. In this case they were made work tables, where dialogue prevailed between the actors involved, emerging categories such as were made: practice and experience for action, sharing knowledge, professional skills, which when put into practice can optimize the educational process in the as they strengthen the continuing education of teachers and thus a better quality education.

  6. Continuing Professional Development in Context: Teachers' Continuing Professional Development Culture in Germany and Sweden

    Science.gov (United States)

    Wermke, Wieland

    2011-01-01

    This article investigates the continuing professional development (CPD) culture of teachers, and asks how it is influenced by properties of the school system. It reports the results of a questionnaire study with 418 secondary teachers from Sweden and Germany. The results show highly significant differences between Swedish and German teachers'…

  7. Professional Training of Economists at Polish Universities

    Science.gov (United States)

    Ogienko, Olena

    2016-01-01

    Polish experience in professional training of economists at university has been generalized. Structural, content and procedural peculiarities of the training have been defined. It has been proved that key factors for reforming economic education in Poland are globalization, internationalization, integration, technologization and informatization.…

  8. Professional Training of Economists in the USA

    Science.gov (United States)

    Rudnitska, Kateryna

    2014-01-01

    The article deals with the peculiarities of American professional undergraduate and graduate training in economics. The analysis of documents, scientific and educational literature demonstrates the diversity of the US training courses and combinations of disciplines in economics. It has been defined that leading position of the USA in the world…

  9. Professional paradox: identity formation in qualified doctors pursuing further training.

    Science.gov (United States)

    Chan, Mercedes; Pratt, Dan; Poole, Gary; Sidhu, Ravi

    2018-03-01

    Many newly qualified specialists and subspecialists pursue additional training. Although their motivations are many, the pursuit of further training as an alternative to unemployment is an emerging trend. Paradoxically, doctors continue as trainees with a consultant's credentials, and without the guarantee of eventual employment. This study explores seven doctors' experiences, the effects of further training on their professional identity formation (PIF), and how these effects are reconciled on a personal and professional level. This phenomenological study involved interviews with seven qualified Canadian specialists (three were female) who pursued additional training in response to a lack of available positions in their respective specialties. Template analysis generated theoretical constructs of influences on their PIF, and characteristics of their lived experiences. Four themes shaped PIF: setting and context; language and communication; responsibilities and privileges; and participants' visions of their future selves. Professional identity formation (PIF) continued to develop in further training, but was inconsistently affirmed by participants' communities of practice. Four major themes characterised training experiences: prescription; managing multiple masters; limiting access to others and community ties; and constantly questioning the value of extra training. Qualified doctors traverse professional paradoxes as they seek further education with no guarantee of employment and provide consultant-level care as 'trainees'. An identity dissonance emerges that may continue until a clear identity is prescribed for them. Although disruptive to these doctors' PIF and personal and professional lives, the long-term effects of additional training are unknown. Its utility and influence on securing employment and future job satisfaction are areas for further research. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  10. 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.

  11. Pacific Association for Clinical Training (PACT): lessons learned and next steps in developing a sustainable continuing health professionals education system in the United States-Affiliated Pacific Island (USAPI) jurisdictions.

    Science.gov (United States)

    Buenconsejo-Lum, Lee E; Maskarinec, Gregory G; Palafox, Neal A

    2007-03-01

    In response to the 1998 Institute of Medicine report, "Pacific Partnerships for Health ", acknowledging the need for the continuing education of health workers in the United States-Affiliated Pacific Island (USAPI) jurisdictions, the U.S. Health Resources and Services Administration (HRSA) awarded a grant (1999-2003) to the University of Washington for a continuing education project in the Pacific. When shortfalls in HRSA funding threatened continuation of the program, Pacific advocates aggressively made a case for refunding of this important project. In 2003, HRSA announced competitive funding for a new program for continuing education. The Department of Family Medicine and Community Health (DFMCH) at the University of Hawai'i (UH), John A. Burns School of Medicine (JABSOM) was awarded the HRSA Cooperative Agreement to run from September 2003 through August 2007, creating PACT the Pacific Association for Clinical Training. PACT assembled a professional, community-based advisory board, most of whom were indigenous Pacific Islanders, and conducted a continuing clinical education needs assessment in every jurisdiction, subsequently developing and delivering programs utilizing distance education relevant to the needs of each USAPI jurisdiction. Priority health areas included diabetes, oral health and geriatrics, as mandated by HRSA. This report describes the processes, accomplishments, challenges and lessons learned from the project. PACT needs assessment reports for each jurisdiction and an executive summary are published as Original Articles in this issue of Pacific Health Dialog. As funding for PACT comes to an end, it is clear that much work remains to be done in the region. "Continuing clinical education" is only one part of a continuum of human resources for health (HRH) workforce development. Continued USAPI regional, U.S. national and international collaboration and resources are needed to achieve the ultimate goal of improved health and health care delivery

  12. Continuous Professional Development of English Language Teachers: Perception and Practices

    Science.gov (United States)

    Al Asmari, AbdulRahman

    2016-01-01

    Professional development is considered as an essential element in enhancing the teaching and learning process to ensure student learning. Professional development can also be deemed as a cornerstone of teacher professionalism and quality. The governments and educational institutions invest significantly in Continuous Professional Development (CPD)…

  13. Organizational impact of nurse supply and workload on nurses continuing professional development opportunities: an integrative review.

    Science.gov (United States)

    Coventry, Tracey H; Maslin-Prothero, Sian E; Smith, Gilly

    2015-12-01

    To identify the best evidence on the impact of healthcare organizations' supply of nurses and nursing workload on the continuing professional development opportunities of Registered Nurses in the acute care hospital. To maintain registration and professional competence nurses are expected to participate in continuing professional development. One challenge of recruitment and retention is the Registered Nurse's ability to participate in continuing professional development opportunities. The integrative review method was used to present Registered Nurses perspectives on this area of professional concern. The review was conducted for the period of 2001-February 2015. Keywords were: nurs*, continuing professional development, continuing education, professional development, supply, shortage, staffing, workload, nurse: patient ratio, barrier and deterrent. The integrative review used a structured approach for literature search and data evaluation, analysis and presentation. Eleven international studies met the inclusion criteria. Nurses are reluctant or prevented from leaving clinical settings to attend continuing professional development due to lack of relief cover, obtaining paid or unpaid study leave, use of personal time to undertake mandatory training and organizational culture and leadership issues constraining the implementation of learning to benefit patients. Culture, leadership and workload issues impact nurses' ability to attend continuing professional development. The consequences affect competence to practice, the provision of safe, quality patient care, maintenance of professional registration, job satisfaction, recruitment and retention. Organizational leadership plays an important role in supporting attendance at continuing professional development as an investment for the future. © 2015 John Wiley & Sons Ltd.

  14. Breastfeeding. COTALMA: training health professionals.

    Science.gov (United States)

    Casanovas, M C

    1994-01-01

    The Comite Tecnico de Apoyo a la Lactancia Materna (COTALMA), the Technical Breastfeeding Support Committee, was founded in Bolivia in 1989. It is financed by the United States Agency for International Development (USAID) and the United Nations Children's Fund (UNICEF). It is administered in coordination with the Ministry of Health (MOH). MOH and UNICEF choose the hospitals, who send teams that include a pediatrician, a gynecologist, a nurse, and a nutritionist. The first phase of the course (5.5 days) covers the scientific background of breastfeeding. A baseline study is then planned and conducted at each hospital. 2 to 3 months later, the second phase takes place during which data is presented and breast feeding programs are developed for each hospital. Communication, training, counseling, and planning and evaluation are covered. Practicums are conducted at hospitals. Trainers are usually members of COTALMA. The person in charge of maternal and child health services at MOH lectures on national health policies concerning mothers and children. Training includes use of the national health card, breastfeeding and child survival, and breastfeeding as a family planning method. Culturally appropriate course materials, which are in Spanish, are adapted from those developed by Wellstart International. Articles by COTALMA members and others are added. Participants are encouraged to train all staff at their institutions.

  15. Toward a Freedom to Learn in Continuing Professional Education.

    Science.gov (United States)

    Boyer, Cheryl

    1986-01-01

    A hybrid of professional continuing education and Carl Rogers's humanistic philosophy supporting freedom in learning is proposed, and the five principles of the philosophy are examined for their potential for transfer to professional education. (MSE)

  16. Learning as the Basis for Continuing Professional Education

    Science.gov (United States)

    Daley, Barbara J.; Cervero, Ronald M.

    2016-01-01

    This chapter is an update and expansion of previous work and explores how professionals construct knowledge in the context of their practice by connecting concepts from their experiences and continuing professional education activities.

  17. Neuroscience Knowledge Among Athletic Training Professional Programs

    Directory of Open Access Journals (Sweden)

    Douglas M. Seavey

    2016-05-01

    Full Text Available The Journal of Sports Medicine & Allied Health Sciences, 2016;2(1 ISSN: 2376-9289 Seavey, Beatty, Lenhoff, & Krause. Neuroscience Knowledge Among Athletic Training Professional Programs Neuroscience Knowledge Among Athletic Training Professional Programs Douglas M. Seavey, AT, Christopher T. Beatty, Tyler L. Lenhoff, & Bentley A. Krause, PhD, AT Ohio University, College of Health Sciences & Professions, Division of Athletic Training. ____________________________________________________________________ Context: Athletic trainers (ATs, more than any other healthcare professional, has expertise in areas of on-field assessment and management of sport related concussion and spinal cord injury. A search of the key words “brain” (n=>100 or “spinal cord/spine” (n=~50 were identified in National Athletic Trainers’ Association Position Statements on Concussion and Spinal Cord Injury. However, a significant gap exists in the basic science knowledge of neuroscience and neuroanatomy. Objective: The goal of this study is to identify the basic science coursework in professional and post-professional athletic training curricula. Design and Setting: This is a descriptive, curricula analysis of CAATE Professional and Post-Professional Athletic Training Programs using web-based search and review. Participants: Curricula for accredited Professional (n=336 and Post-Professional (n=15 Athletic Training Programs were reviewed and analyzed to characteristics basic science content. Interventions: This web-based program review of CAATE standard course content and elective options occurred. Main Outcome Measures: Course titles, numbers and descriptions were accessed at CAATE.net and offerings of anatomy, gross anatomy, neuroanatomy and neuroscience, human physiology, exercise physiology, psychology, chemistry and physics content were quantified. Main outcome measures include frequencies and distributions of courses in each subject area. Results: We reviewed 309

  18. Continuing Professional Development: Pedagogical Practices of Interprofessional Simulation in Health Care

    Science.gov (United States)

    Nyström, Sofia; Dahlberg, Johanna; Edelbring, Samuel; Hult, Håkan; Abrandt Dahlgren, Madeleine

    2017-01-01

    The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for…

  19. Continuing Professional Development for a Diverse VET Practitioner Workforce. Occasional Paper

    Science.gov (United States)

    Tyler, Mark; Dymock, Darryl

    2017-01-01

    This occasional paper provides a stocktake of recent developments in continuing professional development for VET practitioners. It explores issues such as industry currency, the debate around a professional association for VET and the Certificate IV in Training and Assessment as the minimum qualification for VET practitioners. Through synthesising…

  20. Autogenic Training and Professional Pedagogy (Training Autogeno e Pedagogia Professionale

    Directory of Open Access Journals (Sweden)

    Franco Blezza

    2017-12-01

    Full Text Available Autogenic Training (das Autogenes Training is a procedure that has been proposed by J. H. Schultz in 1932, originally with the purpose of relaxation, but which over the decades extended its role and its applications for the most varied of enhancing human personal resources. His teaching is practiced by different professionals. In this paper we discuss the contribution of social and professional pedagogy in this context and the corresponding practice, considering the methodology, didactics, the conception of the helping and assistance relationship to the person and the contribution non therapeutic to health. Even the linguistic problems in the translation from German to Italian language require attention. In the AT the professional pedagogist, apical professional in educational problems find its field of scope and exercise which has many original and very interesting features.

  1. Professional Training of Marketing Specialists: Foreign Experience

    Science.gov (United States)

    Zakharchenko, Yuliia

    2017-01-01

    Due to content-based analysis of marketing specialists' professional training and approaches to development of their educational trajectory, it has been revealed that curricula and their content are given much attention by employers whose demands are focused on meeting current labour market conditions. It has been justified that despite the…

  2. [Professionals' training and refusal of nursing care].

    Science.gov (United States)

    Bay, Corinne

    2016-10-01

    A patient's refusal of nursing care concerns the caregivers. Future professionals must be prepared for it and student nurses are trained to deal with such situations. It is also important to empower patients and support them in their choice. This article presents the example of the Haute École Robert Schuman in Libramont, Belgium. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

  3. The Effects of E-Training versus Traditional Training Delivery Methods on Professional Students in Contemporary Organizations

    Science.gov (United States)

    Seda, Albert

    2016-01-01

    This research investigated the limitations of Albert Bandura's theory of observational training (also known as observational learning) when applied to e-learning. The study focused on professional employees in different industries around the United States. These professionals engaged in continuous training either in the classroom or on in an…

  4. Peculiarities of pedagogical practice in professional training of preschool teachers

    OpenAIRE

    Kodirova Zokhida Sobirovna

    2015-01-01

    This article deals with the preparation of the future educators for their professional activities. Pedagogical practice is an important stage of educators’ training for their further professional activities.

  5. Continuing Professional Development in the Twenty-First Century.

    Science.gov (United States)

    Sachdeva, Ajit K

    2016-01-01

    The critical role of continuing professional development (CPD) in supporting delivery of patient care of the highest quality and safety is receiving significant attention in the current era of monumental change. CPD is essential in efforts to ensure effectiveness of new models of health care delivery, improve outcomes and value in health care, address external regulations, and foster patient engagement. The unique features of CPD; the use of special mastery-based teaching, learning, and assessment methods, and other special interventions to promote excellence; and direct involvement of a variety of key stakeholders differentiate CPD from undergraduate medical education and graduate medical education. The needs of procedural specialties relating to CPD are different from those of primary care disciplines and require special attention for the greatest impact. Simulation-based education and training can be very useful in CPD aimed at improving outcomes and promoting patient safety. Preceptoring, proctoring, mentoring, and coaching should be used routinely to address specific needs in CPD. Distinct CPD strategies are necessary for retraining, reentry, and remediation. Participation in CPD programs can be encouraged by leveraging the joy of learning, which should drive physicians and surgeons to strive continually to be the best in their professional work.

  6. Science teachers’ foreground for continued professional development

    DEFF Research Database (Denmark)

    Daugbjerg, Peer

    2015-01-01

    There is a lack of studies that are dedicated to qualify our understanding of the significance of lived experiences as well as foregrounds for science teachers’ participation in professional development. Seven Danish science teachers were interviewed and observed. Three of these teachers exemplify...

  7. Continuing Professional Education for Teachers and University and College Faculty

    Science.gov (United States)

    Cranton, Patricia

    2016-01-01

    In this chapter, the author explores a variety of aspects of continuing professional education for teachers and university and college faculty members. She discusses the kinds of knowledge that are addressed and the role of online learning in continuing professional education.

  8. Negotiation Training Courses for Natural Resource Professionals

    Science.gov (United States)

    Burkardt, Nina; Swann, M. Earlene; Walters, Katherine

    2006-01-01

    FORT's Policy Analysis and Science Assistance Branch (PASA) has been conducting and publishing research on multi-party natural resource negotiation since the 1980s. This research has led to the development of basic and advanced negotiation training courses. Each course is two-and-a-half days. Both courses are a mix of lecture, hands-on training, and discussion. Please join us and other natural resource professionals facing similar problems and share your experiences. Come prepared to candidly discuss examples of successes to embrace, stalemates to recognize, and pitfalls to avoid in natural resource negotiations.

  9. Enrolling science teachers in continual professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

    The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of design based research, likewise the teachers' classroom interventions....

  10. "Business Continuity and Information Security Maintenance" Masters’ Training Program

    OpenAIRE

    Miloslavskaya , Natalia; Senatorov , Mikhail; Tolstoy , Alexandr; Zapechnikov , Sergei

    2013-01-01

    Part 1: WISE 8; International audience; The experience of preparing for the "Business Continuity and Information Security Maintenance" (BC&ISM) Masters’ program implementation and realization at the "Information Security of Banking Systems" Department of the National Research Nuclear University MEPhI (NRNU MEPhI, Moscow, Russia) is presented. Justification of the educational direction choice for BC&ISM professionals is given. The model of IS Master being trained on this program is described. ...

  11. PROFESSIONAL TRAINING IN THE TERMS OF MICROENTERPRISES: PROCESS MODELLING OF EDUCATIONAL AND PROFESSIONAL INTERACTION

    Directory of Open Access Journals (Sweden)

    V. A. Fedorov

    2017-01-01

    systemic activity of subjects of labour on the development of professional competences of the employee.Scientific novelty. The concept “training and professional interaction” of the micro-enterprise employees is specified. Structural-functional model of training and professional interaction of employees of micro-enterprises based on the principles of self-organization of subjects, motivation for success, continuity and regularity of interaction, complexity, partnerships in professional communications is developed. The model includes interrelated and interdependent diagnostic, designed, actively-productive and effective components.Practical significance. The article can be useful to researchers of the problem of industrial education in the current social-economic terms, from a practical point of view – to the leaders of micro-enterprises, coaches and other people interested in the professional training of the employee, to increase the level of its general and professional competencies, abilities in a short time to master new knowledge and skills and quickly adjust their professional activity in accordance with the change in the content of the work.

  12. Training trajectories by continuous recurrent multilayer networks.

    Science.gov (United States)

    Leistritz, L; Galicki, M; Witte, H; Kochs, E

    2002-01-01

    This paper addresses the problem of training trajectories by means of continuous recurrent neural networks whose feedforward parts are multilayer perceptrons. Such networks can approximate a general nonlinear dynamic system with arbitrary accuracy. The learning process is transformed into an optimal control framework where the weights are the controls to be determined. A training algorithm based upon a variational formulation of Pontryagin's maximum principle is proposed for such networks. Computer examples demonstrating the efficiency of the given approach are also presented.

  13. Dietitians' perceptions of the continuing professional development ...

    African Journals Online (AJOL)

    ADSA) would be upheld to portray ... accumulation and awarding of points or Continuing Education Units. (CEUs) and a reduced annual point .... of earnings for private practising dietitians, while out of office. Suggestions included centrally located ...

  14. ASSESSMENT OF EDUCATIONAL BACHELORS PROFESSIONAL TRAINING

    Directory of Open Access Journals (Sweden)

    O. I. Vaganova

    2015-01-01

    Full Text Available The article explores the role of modular competency approach in the development of fund assets estimated at the university. Disclosed grounds for reasonable selection of evaluation tools to measure and evaluate the level of formation of common cultural and professional competencies of bachelors training. It is proposed in the selection of assessment tools should be based on qualification level, as recorded in the national qualifications framework of the Russian Federation. According to that assessment tools for undergraduate vocational training should include project-type assignments with the missing information, which should be drawn from various sources. The necessity of using innovative evaluation tools to monitor the activity-related components of fitness degree. It stresses the importance of establishing a system of integrated assessment methods to control the level of development of competences of students. The experience in the use of assessment tools in the preparation of undergraduate professional education on pedagogical disciplines. Keywords: modular competence-based approach , the results of education, vocational and teacher training, bachelor of vocational training, National qualifications framework.

  15. Utilisation of an electronic portfolio to engage rehabilitation professionals in continuing professional development: results of a provincial survey.

    Science.gov (United States)

    Foucault, Marie-Lyse; Vachon, Brigitte; Thomas, Aliki; Rochette, Annie; Giguère, Charles-Édouard

    2018-06-01

    continuous practice improvement. Rehabilitation professionals trained in portfolio use during their entry-level studies have a slightly more positive attitude towards portfolio use and impact of this use compared with than clinicians who have not had this training.

  16. Enrolling science teachers in continual professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

    The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest that t...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of design based research, likewise the teachers' classroom interventions.......The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest...

  17. Alexander Graham Bell in Professional Continuing Education

    Science.gov (United States)

    Kasworm, Carol; Hampton, Leonard A.

    1976-01-01

    The University of Georgia Center for Continuing Education and the School of Pharmacy developed and presented, as a pilot project, a series of four telelectures at 10 locations throughout the State. Participating pharmacists were receptive to the approach and reported favorable reactions in the evaluation. (LH)

  18. 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

    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 education activities and how these relate to feelings of perceived competence, professional value, and professional support. Psychologists (n = 418) licensed to practice in Quebec were surveyed by pencil-and-paper mail-in survey concerning their continuing education activities, as well as their perceptions of their competence in practice, and their feelings of being professionally valued and professionally supported. Results indicated that feelings of competence in practice were related to professional reading, taking courses/workshops, years being licensed, and attending psychology conferences/conventions. Feelings of professional value were related to age and participating in psychology networking groups, and feelings of professional support were related to participating in case discussion groups, supervision groups, and psychology networking groups. The results showcase the complexity of professional development. Although relationships were found between continuing education activities and the 3 factors of interest, these relationships were moderate. Findings are discussed in the context of their value to individual psychologists, as well as to psychology licensing and regulatory boards, such as promoting participation in those activities related to feelings of competence and support. 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.

  19. How can continuing professional development better promote shared decision-making? Perspectives from an international collaboration

    Directory of Open Access Journals (Sweden)

    Labrecque Michel

    2011-07-01

    Full Text Available Abstract Background Shared decision-making is not widely implemented in healthcare. We aimed to set a research agenda about promoting shared decision-making through continuing professional development. Methods Thirty-six participants met for two days. Results Participants suggested ways to improve an environmental scan that had inventoried 53 shared decision-making training programs from 14 countries. Their proposed research agenda included reaching an international consensus on shared decision-making competencies and creating a framework for accrediting continuing professional development initiatives in shared decision-making. Conclusions Variability in shared decision-making training programs showcases the need for quality assurance frameworks.

  20. 42 CFR 21.31 - Eligibility; all grades; academic and professional education and professional training and...

    Science.gov (United States)

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Eligibility; all grades; academic and professional education and professional training and experience. 21.31 Section 21.31 Public Health PUBLIC HEALTH SERVICE... grades; academic and professional education and professional training and experience. The Surgeon General...

  1. Development of a Basic Professional Educational Programs for Teacher Training according to Teacher Professional Standart

    Directory of Open Access Journals (Sweden)

    Akhtarieva R.F.

    2015-11-01

    Full Text Available A teaching position involves professional activities in keeping with professional standards, as well as competences and knowledge necessary for it. Development of a basic professional educational program improves teacher training to make it more practice-oriented, so the ability of the future teacher to act according to the professional standard becomes basic educational result. The article describes the features of our basic professional educational program for teaching training, developed according to professional standards and peculiarities of professional activity. The basic professional program consists of modules developed in the light of idea of “eventness” when Incoming or Outcoming Event means the level of ability to professional performance.

  2. Mentoring and Informal Learning as Continuing Professional Education

    Science.gov (United States)

    Hansman, Catherine A.

    2016-01-01

    This chapter examines the role of mentoring in continuing professional education from a critical perspective, addressing informal and formal mentoring relationships while highlighting their potential to encourage critical reflection, learning, and coconstruction of knowledge.

  3. Critical Review of Dual Diagnosis Training for Mental Health Professionals

    DEFF Research Database (Denmark)

    Pinderup, Pernille; Thylstrup, Birgitte; Hesse, Morten

    2016-01-01

    To review evidence on the effects of training programs in dual diagnosis treatment for mental health professionals. Three databases were searched. Included studies were evaluated by an adapted version of Kirkpatrick’s Training Evaluation Model, which evaluates participant perception of training, ...... of dual diagnosis training programs for mental health professionals should involve control groups, validated measures, follow-ups, and patient outcomes.......To review evidence on the effects of training programs in dual diagnosis treatment for mental health professionals. Three databases were searched. Included studies were evaluated by an adapted version of Kirkpatrick’s Training Evaluation Model, which evaluates participant perception of training...... level showed mixed results. Training mental health professionals in dual diagnosis treatment may have a positive effect on professional competencies and clinical practice. Any conclusion regarding the overall training effect is premature due to limitations in study designs. Future studies on the effects...

  4. Distance learning: the future of continuing professional development.

    Science.gov (United States)

    Southernwood, Julie

    2008-10-01

    The recent development of a market economy in higher education has resulted in the need to tailor the product to the customers, namely students, employers and commissioning bodies. Distance learning is an opportunity for nurse educators and institutions to address marketing initiatives and develop a learning environment in order to enhance continuing professional development. It provides options for lifelong learning for healthcare professionals--including those working in community settings--that is effective and cost efficient. Development of continuing professional development programmes can contribute to widening the participation of community practitioners in lifelong learning, practice and role development. This paper considers the opportunities that web-based and online education programmes can provide community practitioners to promote professional skills while maintaining a work-life balance, and the role of the lecturer in successfully supporting professionals on web-based learning programmes.

  5. Predictors of Collateral Learning Transfer in Continuing Vocational Training

    Science.gov (United States)

    Hinrichs, Anja-Christina

    2014-01-01

    Against the background of demographic change and skill shortages continuing vocational training is of great significance in Germany. However, the training effectiveness is mostly assessed only at the end of a training program or several months after the training. Since in continuing vocational training the two contexts learning field (training)…

  6. [Continuing training plan in a clinical management unit].

    Science.gov (United States)

    Gamboa Antiñolo, Fernando Miguel; Bayol Serradilla, Elia; Gómez Camacho, Eduardo

    2011-01-01

    Continuing Care Unit (UCA) focused the attention of frail patients, polypathological patients and palliative care. UCA attend patients at home, consulting, day unit, telephone consulting and in two hospitals of the health area. From 2002 UCA began as a management unit, training has been a priority for development. Key elements include: providing education to the workplace, including key aspects of the most prevalent health care problems in daily work, directing training to all staff including organizational aspects of patient safety and the environment, improved working environment, development of new skills and knowledge supported by the evidence-based care for the development of different skills. The unit can be the ideal setting to undertake the reforms necessary conceptual training of professionals to improve the quality of care. 2010 SESPAS. Published by Elsevier Espana. All rights reserved.

  7. Academic training of nursing professionals and its relevance to the workplace.

    Science.gov (United States)

    Ortega, Maria del Carmen Barbera; Cecagno, Diana; Llor, Ana Myriam Seva; de Siqueira, Hedi Crecencia Heckler; Montesinos, Maria José López; Soler, Loreto Maciá

    2015-01-01

    to identify the training nursing professionals receive and its relevance to the workplace, as well as professional demand for continuous education. this was a descriptive observational study using a questionnaire entitled "Training and Adaptation of the Nursing Professional to the Workplace" available at: http://enfermeriadocente.es for nursing professionals. 53.8% of nurses do not consider the training received to be relevant to the needs of the workplace and 94.2% reported that linking academic education to the workplace impacts on the quality of care provided. Nursing professionals think that continuous education needs to be adjusted to their jobs and careers. Education should be viewed as a continuum, which begins with training.

  8. Academic training of nursing professionals and its relevance to the workplace 1

    Science.gov (United States)

    Ortega, Maria del Carmen Barbera; Cecagno, Diana; Llor, Ana Myriam Seva; de Siqueira, Hedi Crecencia Heckler; Montesinos, Maria José López; Soler, Loreto Maciá

    2015-01-01

    OBJECTIVE: to identify the training nursing professionals receive and its relevance to the workplace, as well as professional demand for continuous education. METHODOLOGY: this was a descriptive observational study using a questionnaire entitled "Training and Adaptation of the Nursing Professional to the Workplace" available at: http://enfermeriadocente.es for nursing professionals. RESULTS: 53.8% of nurses do not consider the training received to be relevant to the needs of the workplace and 94.2% reported that linking academic education to the workplace impacts on the quality of care provided. CONCLUSIONS: Nursing professionals think that continuous education needs to be adjusted to their jobs and careers. Education should be viewed as a continuum, which begins with training. PMID:26312632

  9. Assessment of Non-Professional Staff Training programme In ...

    African Journals Online (AJOL)

    The study identified training and development for non-professional staff in Nigerian University Libraries, the categories of staff that are enjoying the training programme, the relevance of the course contents, and the effect of the training programme for non-professional and job performance. The method adopted for the study ...

  10. PROFESSIONAL DEONTOLOGY IN TEACHER TRAINING. REPORT ON A TRAINING EXPERIENCE

    Directory of Open Access Journals (Sweden)

    Fernando Sadio

    2011-05-01

    Full Text Available This article presents the report of a pedagogical experience of Pre-Service Teacher Training on the subject of Professional Deontology, a curricular unit which is part of the degrees on Primary and Pre-School Education taught at Escola Superior de Educação do Instituto Politécnico de Coimbra (Portugal. The foundation of the curricular unit and its characteristics are presented, as well as the analysis of the students’ evaluation on its teaching effects as perceived by them. The analysis of the data, based on some contents of a portfolio, shows a considerable positive perception of those effects.

  11. The SOLS TICE Project: Satellite Television and Audioconferencing in Continuing Professional Development for LIS Staff.

    Science.gov (United States)

    Hughes, Alun; Priestley, John

    1992-01-01

    Describes SOLS TICE, the Satellite On-Line Searching Interactive Conferencing Experiment, conducted at the University of Plymouth (United Kingdom) to meet the training needs of staff in the library and information science (LIS) sector. Continuing professional development is discussed, instructional effectiveness and cost effectiveness are…

  12. Effects of Continuing Professional Development on Group Work Practices in Scottish Primary Schools

    Science.gov (United States)

    Thurston, A.; Christie, D.; Howe, C. J.; Tolmie, A.; Topping, K. J.

    2008-01-01

    The present study investigated the effects of a continuing professional development (CPD) initiative that provided collaborative group work skills training for primary school teachers. The study collected data from 24 primary school classrooms in different schools in a variety of urban and rural settings. The sample was composed of 332 pupils,…

  13. Radiological Protection and Quality Assurance in Health Sciences: Tele-Education for continued Postgraduate Training

    International Nuclear Information System (INIS)

    Alcaraz, M.; Chico, P.; Armero, D.; Saura Iniesta, A. M.; Vicente, V.

    2003-01-01

    The establishment of an inter departmental project, financed by the Spanish Ministry of Education, has made possible the development to specific didactic materials on Radiological Protection and Quality Assurance in Medical Radiodiagnostic Practices. These have been published as a manual and practical notebook. This material constitutes the grounding work for the first continuous tele-education training course via Internet that Spanish professionals exposed to ionising radiation are following. Interactive multimedia training and tele-education may become one of the alternatives that allow health science professionals to receive continuous training, provided that adequate content and aims had been established during undergraduate training. (Author) 18 refs

  14. RECRUITMENT AND PROFESSIONAL TRAINING OF CIVIL SERVANTS

    Directory of Open Access Journals (Sweden)

    Roxana Cristina RADU

    2014-06-01

    Full Text Available An ever increasing feature of public office is the way in which the recruitment and training of civil servants are controlled by legislation. Civil servants are a basic component of public administration but they are also important for labor law because civil service relations have the characteristics of an employment relationship and also specific features resulting from the rules of public law. The relevant expression of the interferences between public and private law for civil servants is recruitment and training. The originality of this article lies in the multidisciplinary character, combining elements of labor law, administrative law and human resources management, character reflected in the bibliography used. Another merit of this study is that the authors correlated the provisions of various laws: Constitution, Labor Code, Law no. 161/2003 on the transparency in exercising public dignities and public functions, Government Ordinance no. 137/2000 regarding the prevention and sanction of all discrimination forms, Government Ordinance no. 129/2000 concerning adults’ professional training.

  15. Teaching and Assessing Professionalism in Ophthalmology Residency Training Programs

    NARCIS (Netherlands)

    Lee, Andrew G.; Beaver, Hilary A.; Boldt, H. Culver; Olson, Richard; Oetting, Thomas A.; Abramoff, Michael; Carter, Keith

    2007-01-01

    The Accreditation Council for Graduate Medical Education (ACGME) has mandated that all residency training programs teach and assess new competencies including professionalism. This article reviews the literature on medical professionalism, describes good practices gleaned from published works, and

  16. Writing a continuing professional development article for publication.

    Science.gov (United States)

    Price, Bob

    2014-07-01

    Writing for journal publication is a worthwhile but challenging activity that requires clear motives, purpose, planning and execution. Continuing professional development (CPD) articles are designed to be informative and educative, with the aim of enhancing the reader's understanding of a particular subject. This article provides an overview of how to approach and plan the writing of a CPD article to enhance the success of its acceptance for publication in a professional journal.

  17. Virtual reality training for health-care professionals.

    Science.gov (United States)

    Mantovani, Fabrizia; Castelnuovo, Gianluca; Gaggioli, Andrea; Riva, Giuseppe

    2003-08-01

    Emerging changes in health-care delivery are having a significant impact on the structure of health-care professionals' education. Today it is recognized that medical knowledge doubles every 6-8 years, with new medical procedures emerging everyday. While the half-life of medical information is so short, the average physician practices 30 years and the average nurse 40 years. Continuing education thus represents an important challenge to face. Recent advances in educational technology are offering an increasing number of innovative learning tools. Among these, Virtual Reality represents a promising area with high potential of enhancing the training of health-care professionals. Virtual Reality Training can provide a rich, interactive, engaging educational context, thus supporting experiential learning-by-doing; it can, in fact, contribute to raise interest and motivation in trainees and to effectively support skills acquisition and transfer, since the learning process can be settled within an experiential framework. Current virtual training applications for health-care differ a lot as to both their technological/multimedia sophistication and to the types of skills trained, varying for example from telesurgical applications to interactive simulations of human body and brain, to virtual worlds for emergency training. Other interesting applications include the development of immersive 3D environments for training psychiatrists and psychologists in the treatment of mental disorders. This paper has the main aim of discussing the rationale and main benefits for the use of virtual reality in health-care education and training. Significant research and projects carried out in this field will also be presented, followed by discussion on key issues concerning current limitations and future development directions.

  18. 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.

  19. Continuous Professional Development of English Language Teachers: Perception and Practices

    Directory of Open Access Journals (Sweden)

    AbdulRahman Al Asmari

    2016-06-01

    Full Text Available Professional development is considered as an essential element in enhancing the teaching and learning process to ensure student learning. Professional development can also be deemed as a cornerstone of teacher professionalism and quality. The governments and educational institutions invest significantly in Continuous Professional Development (CPD to improve teacher quality and to meet the changing needs of the students. To uncover the perceptions and practices of professional development in Saudi Arabia, a survey was conducted at Taif University English Language Centre. The sample consisted of 121 English language teachers from various countries and having varied educational and academic experiences. The survey comprised items relevant to learning approaches, concept of professional development, perceptions and feedback on CPD. The respondents supported lifelong learning and experiential learning leading towards learner centered approach. They perceived the CPD as a challenge to their existing knowledge and classroom practice. However, they expressed their concerns regarding indigenization of activities in CPDs, institutional support in conducting classroom activities, and follow up activities.  Keywords: Professional development, Teacher perception, ELT in Saudi Arabia

  20. Deterrents to Women's Participation in Continuing Professional Development

    Science.gov (United States)

    Chuang, Szu-Fang

    2015-01-01

    This study was designed to explore and define key factors that deter women from participating in continuing professional development (CPD) in the workplace. Four dimensions of deterrents that are caused by women's social roles, gender inequality and gender dimensions are discussed: family and time constraints, cost and work constraints, lack of…

  1. 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)

  2. Continuing Professional Development and Learning in Primary Science Classrooms

    Science.gov (United States)

    Fraser, Christine A.

    2010-01-01

    This article explores the effects of continuing professional development (CPD) on teachers' and pupils' experiences of learning and teaching science in primary classrooms. During 2006-2007, quantitative and qualitative data were elicited from two primary teachers in Scotland using questionnaires, semi-structured interviews and video-stimulated…

  3. Continuing Professional Development: Rhetoric and Practice in the NHS

    Science.gov (United States)

    Morgan, Arthur; Cullinane, Joanne; Pye, Michael

    2008-01-01

    This article explores the experience of Continuing Professional Development (CPD) by supervisory-level clinical staff in the National Health Service. Four main themes are highlighted in the literature, namely the nature and experience of CPD, its relationship with human resource management practices and in particular in career development and…

  4. Teaching L2 Pragmatics: Opportunities for Continuing Professional Development

    Science.gov (United States)

    Vellenga, Heidi

    2011-01-01

    Teaching L2 pragmatics is often not covered in teacher education programs, and is an excellent area for continuing professional development. As part of a larger project on instructed interlanguage pragmatics, volunteer instructor participants were asked to teach a series of lessons on pragmatics to university-aged (19-23) ESL learners in ESL and…

  5. Online Knowledge Communities: Meeting places for continuing professional development.

    NARCIS (Netherlands)

    de Vries, Sjoerd A.; van Weert, Tom J.; Munro, Robert K.

    2003-01-01

    This paper describes the concept of Online Knowledge Communities (okc) as meeting places for continuing professional development (cpd). An okc is defined as a social network of members, who are online and are organized by making use of an online knowledge center. The okc has a particular group

  6. Continuing Professional Development (CPD) of the nuclear and radiation professional engineers

    International Nuclear Information System (INIS)

    Sasaki, Satoru

    2016-01-01

    Professional Engineer is the national qualification stipulated by the Professional Engineer Act. A Professional Engineer in this Act means a person who conducts business on matters of planning, research, design, analysis, testing, evaluation or guidance thereof, which requires application of extensive scientific and technical expertise, and has three obligation and two responsibility related to engineer ethic. A technical discipline for nuclear and radiation technology in 2004, was established for the purpose of upgrading the skills of engineers in nuclear technology fields, utilizing their ability in nuclear safety regulation fields, and further strengthening safety management system in each entity. The activity of the nuclear and radiation professional engineers for the past 10 years was evaluated. For the next ten years, awareness of the role of the professional engineer to talk with general public is needed, and it is important to continue professional development. (author)

  7. Italian Translation of the Questionnaire for Professional Training Evaluation

    Science.gov (United States)

    Fregonese, Chiara; Caputo, Andrea; Langher, Viviana

    2018-01-01

    This work illustrates the psychometric properties of the Italian version of the Questionnaire for Professional Training Evaluation, designed and validated by Grohmann and Kauffeld. This 12-item questionnaire provides for the evaluation of different training outcomes, is time-efficient, applicable to several professional contexts and shows sound…

  8. Professional Training of Junior Medical Staff: European Experience

    Science.gov (United States)

    Iliasova, Yuliia

    2017-01-01

    The article covers current problems of professional training of junior medical staff. The main disadvantages of Ukrainian system of medical education that impede the intention of improving quality of professional training of junior medical staff have been analyzed. European experience in organizing medical education, namely, in Great Britain,…

  9. Does professional-centred training improve consultation outcomes?

    DEFF Research Database (Denmark)

    Parkin, Tracey; Barnard, K.; Cradock, S.

    2006-01-01

    discussed and decisions made. Patients also completed the Health Care Climate Questionnaire (HCCQ). Pre-training results were fed back to the professionals to provide an objective measure of current practice. Training day one comprised 10 minutes' observation of videoed consultations of each professional......This study aimed to examine whether professional-centred training improves consultation outcomes. Using a pre- and post-data collection design. Immediately after consultations, professionals and patients completed a consultation review sheet which was coded for the level of agreement on issues...... in order to identify strengths and training needs. Each professional identified key areas of their consultation that they felt needed further development. Training day two centred on goal setting and negotiating agendas as these were identified as priority areas requiring more skills. Data from 110...

  10. Training and accreditation for radon professionals in Sweden

    International Nuclear Information System (INIS)

    Mjoenes, L.; Soederman, A.-L.

    2004-01-01

    Radon training courses and seminars on radon have been arranged in Sweden since the early 1980s. A commercial educational company initiated the first regular training courses in 1987. Up to 1990 about 400 persons had attended courses in radon measurement and radon mitigation methods. In 1991 the training programme was taken over by the Swedish Radiation Protection Authority, SSI. Today SSI's Radon Training Programme comprises three different two-day courses, a Basic Radon Course and two continuation courses: Radon Measurements and Radon in Water. Until 2003 SSI also arranged courses about Radon Remedial Measures and Radon Investigation and Risk Map Production. The courses are arranged twice a year. Altogether, about 750 municipal environmental health officers and technicians from private companies have been educated in the SSI training programme between 1991 and 2003. The continuation courses are completed with an examination, consisting of a theoretical test. The names of the persons who pass are being published in a list that is found on the SSI web site. Since no certification system is currently in place for radon professionals in Sweden, this list helps people who need to get in contact with radon counsellors to find one in their area and is used by authorities as well as private house-owners. Since 1991 it has been possible to obtain accreditation for measurements of indoor radon in Sweden and since 1997, also for measurements of radon in water. Although accreditation is voluntary in Sweden, accredited laboratories perform most measurements, both for indoor air and water. Passing the examination in the SSI training courses is a condition for accreditation. The Swedish Board for Accreditation and Conformity Assessment, SWEDAC, is in charge of the accreditation. So far, three major companies have obtained accreditation for measurement of indoor radon and four have been accredited for measurements of radon in water

  11. Enterprise infocommunication infrastructure in training of IT-professionals

    Science.gov (United States)

    Eminov, F. I.; Golitsyna, I. N.; Eminov, B. F.

    2018-05-01

    The paper presents the enterprise infocommunication infrastructure and its management features as the influenced factors to the training of IT-professionals within the traditional educational process. The paper presents how the educational content of modern IT specialists can be developed on the basis of the infocommunication infrastructure of a modern enterprise and the interdisciplinary connections. Such approach needs to develop special forms and methods of training, adapted to the level of development of the professional environment of IT professionals.

  12. Professional training or competencies for the future?

    Directory of Open Access Journals (Sweden)

    Yluska Bambirra Assunção

    2016-04-01

    Full Text Available The changes in the labor market since the second half of the twentieth century have forced managers to define new ways of selecting and developing employees. In this context, they gained ground discussions on occupational training and competencies identification. This article is a theoretical study, which contributes to the academic conceptual understanding of the constructs professional qualification and competence and stimulates debate and research about which competencies will be most relevant to companies in the future. From the historical analysis and the evolution of these concepts, it becomes clearer the distinction between them, both in French and in American perspective. Interfaces are discussed with the contemporary setting and gives priority to American approach of competence, most widely used model in Brazil. The text aims to identify aspects of competence that address the contemporary setting of the working world and, given the characteristics of the future companies, mentioned in the literature, comments on the convergence of individual competencies (knowledge, skills and attitudes and meeting future demands labor market.

  13. Continuing professional development and the charity paradigm: interrelated individual, collective and organisational issues about continuing professional development.

    Science.gov (United States)

    Munro, Kathleen M

    2008-11-01

    This paper aims to highlight some issues and tensions that currently challenge the profession, individual nurses and their employers when considering the need for continuing professional development. The Nursing and Midwifery Council states the professional requirements for continuing professional development. However the nature and type required seems to be determined by the individual on the one hand and the organisation on the other, rather than an integral part of professional activity within the context of work. This can lead to a mismatch between personal and organisational goals. Views emerged from participants in a previous case study that focused on learning through work, about support available to nurses for professional development. The perceptions of nurses and their managers about learning through work were explored, using semi structured interviews, picture mapping and structured interviews. The 'Charity Paradigm' is presented as an outcome of major issues within an organisation. It underpins negative perceptions of individuals about employer support of continuing professional development. It is suggested that there is a need for collaborative collective approaches to structured development in order to meet both individual and organisational needs. This is also advocated in order to achieve life long learning and transformational learning within an organisation. The tension between individual personal ambitions and employer demands can adversely affect the professional development of the practitioner and the organisation that employs them. The personal perspectives of nurses and managers about learning within their organisation are therefore important to acknowledge in terms of positive and negative influences. It is also necessary to recognise the contribution of the employer as well as the identifiable charitable contribution of individual practitioners and the input from external contributors to the organisation.

  14. What is the veterinary professional identity? Preliminary findings from web-based continuing professional development in veterinary professionalism.

    Science.gov (United States)

    Armitage-Chan, E; Maddison, J; May, S A

    2016-03-26

    Professionalism and professional skills are increasingly being incorporated into veterinary curricula; however, lack of clarity in defining veterinary professionalism presents a potential challenge for directing course outcomes that are of benefit to the veterinary professional. An online continuing education course in veterinary professionalism was designed to address a deficit in postgraduate support in this area; as part of this course, delegates of varying practice backgrounds participated in online discussions reflecting on the implications of professional skills for their clinical practice. The discussions surrounding the role of the veterinary professional and reflecting on strengths and weaknesses in professional skills were analysed using narrative methodology, which provided an understanding of the defining skills and attributes of the veterinary professional, from the perspectives of those involved (i.e. how vets understood their own career identity). The veterinary surgeon was understood to be an interprofessional team member, who makes clinical decisions in the face of competing stakeholder needs and works in a complex environment comprising multiple and diverse challenges (stress, high emotions, financial issues, work-life balance). It was identified that strategies for accepting fallibility, and those necessary for establishing reasonable expectations of professional behaviour and clinical ability, are poorly developed. British Veterinary Association.

  15. 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 affect satisfaction with distance continuing education programs.

  16. Professional Training of Social Workers: Development of Professionally Significant Qualities in the Future Social Workers

    Science.gov (United States)

    Minzhanov, Nurlan A.; Ertysbaeva, Gaukhar N.; Abdakimova, Madina K.; Ishanov, Pirmagambet Z.

    2016-01-01

    Today, the traditional approach to professional training is obsolete. This problem has determined the need to create new didactic forms related to the organization of training in the modern education system. The purpose of this study was to analyze possible development of professionally important qualities and abilities in the future social care…

  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. Training Psychiatry Residents in Professionalism in the Digital World.

    Science.gov (United States)

    John, Nadyah Janine; Shelton, P G; Lang, Michael C; Ingersoll, Jennifer

    2017-06-01

    Professionalism is an abstract concept which makes it difficult to define, assess and teach. An additional layer of complexity is added when discussing professionalism in the context of digital technology, the internet and social media - the digital world. Current physicians-in-training (residents and fellows) are digital natives having been raised in a digital, media saturated world. Consequently, their use of digital technology and social media has been unconstrained - a reflection of it being integral to their social construct and identity. Cultivating the professional identity and therefore professionalism is the charge of residency training programs. Residents have shown negative and hostile attitudes to formalized professionalism curricula in training. Approaches to these curricula need to consider the learning style of Millennials and incorporate more active learning techniques that utilize technology. Reviewing landmark position papers, guidelines and scholarly work can therefore be augmented with use of vignettes and technology that are available to residency training programs for use with their Millennial learners.

  19. Circles of Women: Professional Skills Training with American Indian Women.

    Science.gov (United States)

    LaFromboise, Teresa D.

    This manual is a resource guide for organizing leadership training workshops for American Indian women at various levels of professional training. The resources and ideas for training were supplied by American Indian women who participated in such workshops. Section 1 of the manual presents an overview of critical issues in the professionalization…

  20. English Training for Professionals in China: Introducing a Successful EFL Training Programme.

    Science.gov (United States)

    Zou, Yongyi

    1998-01-01

    Describes how intensive English-as-a-Second-Language training for professionals in China is conducted, explaining the importance of training Chinese professionals in English and illustrating this type of training by highlighting a new intensive course for adults at one Chinese chemical engineering corporation. Essential teaching principles for…

  1. ELearning acceptance in hospitals: continuing medical education of healthcare professionals

    OpenAIRE

    Bachmann, Larissa; Cantoni, Lorenzo

    2009-01-01

    ELearning provides healthcare professionals an interesting alternative of participating to Continuing Medical Education (CME) activities. It offers the possibility to attend courses at a distance, and it allows creating personal learning schedules without needing to leave the job or the family. Hospitals can choose to organize CME activities for their employees and therefore may also opt to offer eLearning activities. The research studies eLearning acceptance in the CME of healthcare p...

  2. Professional development and leadership training opportunities for healthcare professionals.

    Science.gov (United States)

    Sonnino, Roberta E

    2013-11-01

    Formal leadership training is a relatively recent addition to the educational armamentarium of the health care executive. Leadership training opportunities for physicians, surgeons, and scientists have gradually appeared over the past 15 to 20 years, but information about them has been scant, with few comprehensive reviews made available to the community at large. This article describes the major opportunities available to obtain formal and informal leadership training for careers in medical school administration. Programs that are specifically targeted to women are described in detail. Information was obtained from the author's direct knowledge, direct communication with the leadership of each program, and the Web site of each sponsoring organization, when available. Many opportunities for leadership training are now available to surgeons, with several specifically designed for women. The author strongly encourages surgeons to avail themselves of these opportunities, as both anecdotal information and published data suggest that these programs are highly effective in enhancing leadership careers. Copyright © 2013 Elsevier Inc. All rights reserved.

  3. Competence-based approaches to professional training and activities

    International Nuclear Information System (INIS)

    Ryzhov, S.B.; Shcheglov, V.A.; Savenkov, A.M.; Puzanova, O.V.

    2010-01-01

    The authors say that the personnel training system for the nuclear industry must represent a successive transition from one activity to another: from purely training activities to professional training activities to purely professional activities. Components of knowledge management include storage, transfer and efficiency of knowledge use. The competence of a specialist is determined by a combination of cognitive, functional and value and ethics components. In order to assure that the internship program is clearly structured, it must be comprised of a set of training modules. The examples of probation training modules for scientific and design organizations are given. Problems of assessing the quality of training of young specialists and building general professional competence are also discussed [ru

  4. FUTURE SHIP ENGINEERS’ TRAINING BY MEANS OF PROFESSIONALLY ORIENTED DISCIPLINES

    Directory of Open Access Journals (Sweden)

    Уляна Ляшенко

    2015-12-01

    Full Text Available The article represents the problem of future ship engineers’ training by means of professionally oriented disciplines. This paper focuses on the effectiveness of future specialists’ training in case of implementation the author’s methods in the educational process of teaching (based on competence, person-oriented, module-rating, technological, activity, communicative approaches in accordance with cognitive-enriching, reproductive-activity and professional-creative stages. Leading principles of teaching(scientific approach, systematic and sequence approach, accessibility, conscious approach and activity, connection with life, individual approach and corresponding pedagogical conditions (implementation of holistic integrated approach while teaching professionally oriented disciplines; positive motivation of cadets’ professional interest through the contents, forms and means of educational activity of marine engineers’ professional training are defined; functioning mechanisms of interdisciplinary integration in the process of studying professionally oriented disciplines are disclosed. The author of the article grounds the purposefulness of implementation of the mentioned author’s methods in educational process as it will make the process of ship engineers’ professional training more effective and will allow to use the acquired professional knowledge and in the future professional activity.

  5. SOME ASPECTS OF FOREIGN LANGUAGE COMPETENCE DEVELOPMENT IN THE SYSTEM OF CONTINUED PROFESSIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    A. G. Gorbunov

    2017-01-01

    structure of the concept of discursive foreign language competence are given. The educational technique that makes it possible to realize a wide range of discursive practices invariants has been developed. The algorithm for advanced and high level of discursive competence development has been described. The criteria of students’ preparedness and ability to communicate in a foreign language have been described as well as the marks related to the levels of developed discursive foreign language competence. Practical significance. The author's proposed technology enables to realize a wide range of invariants of the discursive practices and considerably increases the possibilities of effective foreign language training for specialists of various branches of economy and production, and pupils of different levels of training. The presented research results can be used when developing educational and methodical complexes in the systems of professional development and continued professional education. 

  6. Librarian instruction-delivery modality preferences for professional continuing education.

    Science.gov (United States)

    Lynn, Valerie A; Bose, Arpita; Boehmer, Susan J

    2010-01-01

    Attending professional continuing education (CE) is an important component of librarianship. This research study identified librarians' preferences in delivery modalities of instruction for professional CE. The study also identified influential factors associated with attending CE classes. Five instruction-delivery modalities and six influential factors were identified for inclusion in an online survey. The survey completed by members of the American Library Association (ALA), Special Libraries Association (SLA), and Medical Library Association (MLA) provided the data for analysis of librarian preferences and influential factors. The majority of respondents were MLA members, followed by ALA and SLA members. Librarians from all three library associations preferred the face-to-face instructional modality. The most influential factor associated with the decision to attend a professional CE class was cost. All five instruction-delivery modalities present useful structures for imparting professional CE. As librarians' experience with different modalities increases and as technology improves, preferences in instruction delivery may shift. But at present, face-to-face remains the most preferred modality. Based on the results of this study, cost was the most influential factor associated with attending a CE class. This may change as additional influential factors are identified and analyzed in future studies.

  7. What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?

    Science.gov (United States)

    Phillips, Virginia B.

    2011-01-01

    Many adults attend and rely on continuing professional education (CPE) throughout their careers, and CPE is big business for associations. One way associations deliver CPE is through educational conferences. While adult education theories and frameworks offer developmental and operational guidance and advice, there is little practice data to…

  8. Governing Teachers by Professional Development: State Programmes for Continuing Professional Development in Sweden since 1991

    Science.gov (United States)

    Kirsten, Nils; Wermke, Wieland

    2017-01-01

    The purpose of this article was to analyse how teachers' continuing professional development (CPD) contributes to the government of the teaching profession. This is done by examining the CPD initiatives organized by two Swedish national educational agencies since 1991 involving the school subjects of Swedish (standard language education) and…

  9. More than "Continuing Professional Development": A Proposed New Learning Framework for Professional Accountants

    Science.gov (United States)

    Lindsay, Hilary

    2016-01-01

    This paper explores literature relating to continuing professional development (CPD) and lifelong learning to develop an understanding of how the learning landscape has evolved in recent years, both in the accountancy profession and more widely. Three different perspectives on learning are drawn together and this synthesis is used to develop a…

  10. 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.

  11. The Leadership Case for Investing in Continuing Professional Development.

    Science.gov (United States)

    McMahon, Graham T

    2017-08-01

    Continuing medical education (CME) has the power and capacity to address many challenges in the health care environment, from clinician well-being to national imperatives for better health, better care, and lower cost. Health care leaders who recognize the strategic value of education and engage their people in education can expect a meaningful return on their investment-not only in terms of the quality and safety of their clinicians' work but also in the spirit and cohesiveness of the clinicians who work at their institution. To optimize the benefits of education, clinical leaders need to think of accredited CME as the professional development vehicle that can help them drive change and achieve goals, in consort with quality improvement efforts, patient safety projects, and other systems changes. An empowered CME program, with its multiprofessional scope and educational expertise, can contribute to initiatives focused on both clinical and nonclinical areas, such as quality and safety, professionalism, team communication, and process improvements. In this Invited Commentary, the author describes principles and action steps for aligning leadership and educational strategy and urges institutional leaders to embrace the continuing professional development of their human capital as an organizational responsibility and opportunity and to view engagement in education as an investment in people.

  12. Integration of ICT into Teacher Training and Professional ...

    African Journals Online (AJOL)

    Integration of ICT into Teacher Training and Professional Development in Kenya. ... Makerere Journal of Higher Education ... In Kenya, integration of ICT into the curriculum has been the subject of extensive research and various researches ...

  13. Pilot training of non-nuclear professionals within CORONA project

    International Nuclear Information System (INIS)

    Ilieva, K.; Manolova, M.; Belousov, S.

    2013-01-01

    The pilot training results shown that the used approach is appropriate and could be disseminate among the interested parties. • The interest from the side of the different professionals is an important indicator about the necessity to care such courses for non-nuclear professionals.The effectiveness of the training program for non-nuclear specialists will be assessed using the replies of the Course evaluation form as well as the feedback from employers, trainers and observers

  14. The uptake of Continuing Professional Development (CPD) by Ghanaian radiographers

    International Nuclear Information System (INIS)

    Gawugah, James N.K.; Jadva-Patel, Hansa; Jackson, Marcus T.

    2011-01-01

    Continuing professional development (CPD) currently gains a priority within healthcare professions all over the globe. It is playing important roles in achieving improved quality care delivery. Healthcare practitioners are expected to continuously undertake CPD to maintain, enhance and improve quality of service delivery to meet the consumers' expectations. CPD offers practitioners the opportunity to retain and enhance the basic knowledge and skills through their working life; thus enhancing competency within one's professional range of practice. In Ghana, awareness of CPD participation has not been created among healthcare practitioners to enable them engage in effective CPD activities in order to improve their knowledge and skills. Purpose: To examine the level of radiographers' participation in CPD activities in Ghana. Method: A 21-item questionnaire was constructed to collect data from 80 participants drawn from among radiographers currently practising in the radiology/X-ray departments of the ten regional hospitals in Ghana. The questionnaire comprised of 3 sections: demographics, CPD and education specific sections. Out of 80 questionnaires administered, 42 were completed and returned representing 52.5%. Out of the percentage, 74% were males and 26% females. The findings highlight that majority (44%) of the participants are currently within the age group of 31-40 years, while 2% is/are 60 or more years. The article also reveals that the radiographers have access to few peer review journals which serve as sources of information on contemporary issues in radiography and CPD learning activities. Again, a generally poor level of CPD awareness among the Ghanaian radiographers has been established. Lack of effective recording of learning and CPD activities have also been revealed. Conclusion: The article concludes by recommending CPD policy guidelines; a regulatory body to register all healthcare professionals under one body to ensure effective CPD participation by

  15. [The problems of professional competence in the complementary professional forensic medical expertise programs of advanced training and professional requalification].

    Science.gov (United States)

    Shadymov, A B; Fominykh, S A; Dik, V P

    This article reports the results of the analysis of the new tendencies and normatives of the working legislation in the field of additional professional education in the speciality of «forensic medical expertise» and the application of the competency-based approach to the training of specialists in the framework of professional requalification and advanced training programs. Special attention is given to the problems of organization of the educational process and the elaboration of additional training programs based on the competency approach to the training of specialists at the Department of Forensic Medicine and Law with the professor V.N. Kryukov Course of Advanced Professional Training and Professional Requalification of Specialists at the state budgetary educational Institution of higher professional education «Altai State Medical University», Russian Ministry of Health. The study revealed the problems pertaining to the development of professional competencies in the framework of educational programs for the professional requalification and advanced training in the speciality «forensic medical expertise». The authors propose the legally substantiated approaches to the solution of these problems.

  16. Continuous evaluation of midwives as to professional standards

    Directory of Open Access Journals (Sweden)

    ZAHRA YAZDANPANAHI

    2013-07-01

    Full Text Available Introduction: Implementation of professional standards as well as evaluation and assessments of providers has an important role in health promotion of each society. The purpose of this study was to assess the midwives working at midwifery offices as to performance of professional standards and effectiveness of continuous evaluation and education on them. Methods: This is an interventional study in which all of midwifery offices (110 were evaluated. The study was done in three stages using standard checklist observation and interview in each step. Based on detected errors, appropriate education was done and their performance was reevaluated in the next step of supervision. Finally total scores in each step as well as scores in different subjects were compared among three evaluated stages. Results: Overall mean score of faults at midwifery offices decreased from step 1 to step 3 in the following fields: environmental health and infection control (P<0.0002, personal and patient care (P=0.0005, individual health (P=0.003 and adherence to laws and rules (P<0.0001. Conclusion: Continuous evaluation is essential for assessing the effectiveness and improvement of our educational program. With continuous evaluation, correction of observed defects will be done at an early stage by appropriate intervention and education. So our medical and health programs will attain the planned goals.

  17. Merely a stepping stone? Professional identity and career prospects following postgraduate mental health nurse training.

    Science.gov (United States)

    McCrae, N; Askey-Jones, S; Laker, C

    2014-01-01

    Accelerated mental health nurse training attracts talented graduates, many with a psychology degree. Our study shows that such trainees feel incompatible with the nursing culture. Consequently, professional identification is inhibited, and on qualifying these nurses may choose to develop their careers elsewhere. Nurse educators and mentors should pay greater attention to nurturing a positive professional identity in trainees. Alongside their attainment of knowledge and skills, nursing trainees are moulded by a professional culture and inculcated to norms of beliefs and behaviour. The process of professional identification may be inhibited by accelerated nurse training and an influx of psychology graduates potentially using mental health nursing qualification as a springboard to other career opportunities. This study explored facilitators and barriers to professional identification in newly qualified nurses of accelerated postgraduate training. Qualitative interviews were conducted with 10 nurses who had recently completed a postgraduate diploma in mental health nursing at King's College London. Participants identified more with the mental health field than with the broader profession of nursing. They defined their practice in terms of values rather than skills and found difficulty in articulating a distinct role for mental health nursing. Although participants had found experience in training and as a registered practitioner rewarding, they were concerned that nursing may not fulfil their aspirations. Professional identity is likely to be a major factor in satisfaction and retention of nurses. Training and continuing professional development should promote career advancement within clinical nursing practice. © 2014 John Wiley & Sons Ltd.

  18. Evidence-Based Principles for Using Technology-Enhanced Learning in the Continuing Professional Development of Health Professionals.

    Science.gov (United States)

    Scott, Karen M; Baur, Louise; Barrett, Jenny

    2017-01-01

    Increasingly, health professional training involves the use of educational technologies through what is broadly termed "Technology-Enhanced Learning" (TEL). TEL includes hardware, such as computers and mobile devices, and software, such as software applications (apps), learning management systems, and discussion boards. For many years, TEL has formed an integral part of health professional programs and is growing in acceptance, if not expectation, in postgraduate training and continuing education. TEL generally aims to be flexible, engaging, learner focused and interactive, and may involve collaboration and communication. It offers many benefits for learning and teaching, whether used on its own or in conjunction with face-to-face teaching through blended learning. The ubiquity of mobile devices in clinical settings means TEL is ideal for busy clinicians, both as learners and teachers. TEL enables participants to learn at a time and place that is convenient to them, so learners living in geographically dispersed locations can access standardized courses. To realize these potential benefits, we recommend that those developing TEL programs for health professionals take a systematic approach to planning, development, implementation, and evaluation. To that end, we propose 10 principles: clarify purpose and conduct a needs assessment; allocate adequate time and technology; incorporate proven approaches to improve learning; consider the need for a skills component; enable interaction between learners and with others; create different resources for different groups; pilot before implementing; incorporate measures to retain learners; provide opportunities for revision to aid retention; and evaluate learning outcomes, not just satisfaction.

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

    DEFF Research Database (Denmark)

    Dolin, Jens; Evans, Robert Harry

    2011-01-01

    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 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...... and developing science teachers....

  20. Continuing Professional Development Build on Industry-Academia Partnerships

    DEFF Research Database (Denmark)

    Fink, Flemming K.

    2007-01-01

    A challenge for university - industry partnerships is to combine productive engineering and academic learning, to combine industrial engineering tasks with their tasks in Continuing Professional Development (CPD). The rather new methodology Facilitated Work Based Learning (FWBL) can be defined...... as a CPD method based on a partnership between the university and the enterprise with the purpose of transferring research based knowledge thus making it an integral part of the daily business. Scientific staff from the university is facilitating a research based learning process and competence development...

  1. 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.

  2. The Role of Health Literacy in Professional Education and Training.

    Science.gov (United States)

    Aldoory, Linda

    2017-01-01

    This chapter marks the territory and leadership potential found in research, practice and policy related to the role of health literacy in higher education and professional training. There is limited published work that has summarized the role and scope of health literacy in higher education and professional training. This chapter will provide a review of the research in the area, a description of some of the educational practices in health literacy, and a case example of how policy might influence the role of health literacy in professional higher education.

  3. The recognition of radiation protection training as a professional specialty

    International Nuclear Information System (INIS)

    Touzet, R. E.

    2003-01-01

    After Chernobyl accident, the radiation protection training was recognized as a professional specialty. To improve this training we focussed the project in 3 points: - The recognition of radiation protective in the legislation. - Stablishment of minimum programs - Different categories: nuclear facilities, radioisotopes and radiopharmaceuticals

  4. Variation in training regimens in professional showjumping yards

    NARCIS (Netherlands)

    Lönnell, A C; Bröjer, J; Nostell, K; Hernlund, E; Roepstorff, L; Tranquille, C A; Murray, R C; Oomen, A; van Weeren, René; Bitschnau, C; Montavon, S; Weishaupt, M A; Egenvall, A

    2014-01-01

    REASONS FOR PERFORMING STUDY: Training regimens of showjumping horses under field conditions are largely undocumented. OBJECTIVES: The aims of this study were to quantify and compare training regimens used in professional-level showjumping yards, with respect to time exercised and type of activity.

  5. Use of professional profiles in applications for specialist training positions

    DEFF Research Database (Denmark)

    Lundh, Andreas; Skjelsager, Karen; Wildgaard, Kim

    2013-01-01

    The seven roles of the CanMEDS system have been implemented in Danish postgraduate medical training. For each medical specialty, a professional profile describes which elements of the seven roles the specialty deems important for applicants for a specialist training position. We investigated use...

  6. Current Continuing Professional Education Practice among Malaysian Nurses

    Directory of Open Access Journals (Sweden)

    Mei Chan Chong

    2014-01-01

    Full Text Available Nurses need to participate in CPE to update their knowledge and increase their competencies. This research was carried out to explore their current practice and the future general needs for CPE. This cross-sectional descriptive study involved registered nurses from government hospitals and health clinics from Peninsular Malaysia. Multistage cluster sampling was used to recruit 1000 nurses from four states of Malaysia. Self-explanatory questionnaires were used to collect the data, which were analyzed using SPSS version 16. Seven hundred and ninety-two nurses participated in this survey. Only 80% (562 of the nurses had engaged in CPE activities during the past 12 months. All attendance for the various activities was below 50%. Workshops were the most popular CPE activity (345, 43.6% and tertiary education was the most unpopular activity (10, 1.3%. The respondents did perceive the importance of future CPE activities for career development. Mandatory continuing professional education (MCPE is a key measure to ensure that nurses upgrade their knowledge and skills; however, it is recommended that policy makers and nurse leaders in the continuing professional development unit of health service facilities plan CPE activities to meet registered nurses’ (RNs needs and not simply organizational requirements.

  7. Launching a new training and professional organization to serve GHG management professionals

    International Nuclear Information System (INIS)

    Baumann, T.

    2009-01-01

    This paper discusses the program to train and develop a community of experts with the highest standards of professional practice in measuring, accounting, auditing and managing greenhouse gas emissions. Experts should operate with a common code of conduct and ethics, and provide the high levels of professional competency.

  8. Teacher training, capacity building and professional capital

    DEFF Research Database (Denmark)

    Rasmussen, Jens

    well it is performed. High performing countries do not only praise the quality of the individual teacher, which is important, they also focus on support on the job, the importance of strong professional learning communities, and teachers possibility of taking part in successful school development...

  9. Employer`s contributions to the training of professional statisticians

    Energy Technology Data Exchange (ETDEWEB)

    Rustagi, J.S. [Ohio State Univ., Columbus, OH (United States). Statistics Dept.; Wright, T. [Oak Ridge National Lab., TN (United States). Mathematical Sciences Section]|[Bureau of the Census, Washington, DC (United States)

    1995-07-01

    Statistical science provides important techniques for decision making in a large variety of fields of human endeavor mainly through statistical practice. According to Deming (1965), ``Statistical practice is mostly a collaborative venture between (professional) statisticians and experts in subject-matter (area).`` The professional statistician must be properly trained in areas of statistical science most suited to the discipline in which the applications are made. Due to a large variety of applications. The education of a professional statistician by universities can only be very general. Higher education provides the theoretical basis of statistical science whereas the specific expertise needed by the professional statistician is given by the application areas. In this paper, the authors review the approach of academic programs which are geared towards applications and discuss some of the innovative strategies for preparing statisticians as consultants in industry and business. A survey (census) of statisticians at the national laboratories of the US Department of Energy was made to assess their training by universities and to get a broad view of additional training which has brought them to their present professional status. A particular interest is the extent to which employers have contributed to the training of statisticians. A few recommendations are made which may serve to improve the future training of statisticians for applied collaborative work by universities and employers.

  10. [Rehabilitation in undergraduate education and advanced professional training of the participating professional groups].

    Science.gov (United States)

    Mau, Wilfried; Bengel, Jürgen; Pfeifer, Klaus

    2017-04-01

    In the German health care system, multiprofessional and coordinated rehabilitation care provides support for successful disease management. Against a background of the conditions and strong dynamics of the provision, this article gives an overview of some of the pertinent developments in rehabilitation-related undergraduate education and advanced professional training of physicians, psychologists, and exercise therapy professions in Germany. Frequently, there are few provisions and great variation between different locations. New conditions, such as the National Competence-Based Learning Objectives for Undergraduate Medical Education, the National Guidelines for Graduate Medical Education, and the ongoing reform of the psychotherapists' law emphasizing training in psychotherapy at university, allow the expectation of a positive effect on the competence of rehabilitation professionals. Education in physiotherapy is developing according to international standards aimed at improved evidence-based care. For the widely evidence-based undergraduate education and advanced professional training in sports and exercise therapy better profiling and professionalization should be sought.

  11. Continuous professional competence (CPC) for emergency medical technicians in Ireland: educational needs assessment.

    Science.gov (United States)

    Knox, Shane; Cullen, Walter; Dunne, Colum

    2013-12-17

    As in other countries, the Irish Regulator for Pre-Hospital practitioners, the Pre-Hospital Emergency Care Council (PHECC), will introduce a Continuous Professional Competence (CPC) framework for all Emergency Medical Technicians (EMTs), Paramedics and Advanced Paramedics (APs). This framework involves EMTs participating in regular and structured training to maintain professional competence and enable continuous professional developments. To inform the development of this framework, this study aimed to identify what EMTs consider the optimum educational outcomes and activity and their attitude towards CPC. All EMTs registered in Ireland (n = 925) were invited via email to complete an anonymous online survey. Survey questions were designed based on Continuous Professional Development (CPD) questionnaires used by other healthcare professions. Quantitative and qualitative analyses were performed. Response rate was 43% (n = 399). 84% of participants had been registered in Ireland for less than 24 months, while 59% had been registered EMTs for more than one year. Outcomes were: evidence of CPC should be a condition for EMT registration in Ireland (95%), 78% believed that EMTs who do not maintain CPC should be denied the option to re-register. Although not required to do so at the time of survey, 69% maintained a professional portfolio and 24% had completed up to 20 hours of CPC activities in the prior 12 months. From a list of 22 proposed CPC activities, 97% stated that practical scenario-based exercises were most relevant to their role. E-learning curricula without practical components were considered irrelevant (32%), but the majority of participants (91%) welcomed access to e-learning when supplemented by related practical modules. EMTs are supportive of CPC as a key part of their professional development and registration. Blended learning, which involves clinical and practical skills and e-learning, is the optimum approach.

  12. Selection for professional training as educational psychologists ...

    African Journals Online (AJOL)

    I co-ordinate the MEd Psych programme of the Department of Educational Psychology, University of Stellenbosch. After the completion of this training programme as well as an internship of twelve months, candidates are qualified to register as educational psychologists at the Health Professions Council of South Africa.

  13. "Carol I" Central University Library Continuous Training Program through Documentary Visits. A Documentary Visit to Cotroceni Museum

    Directory of Open Access Journals (Sweden)

    Emanuela Florea-Paraipan

    2016-01-01

    Full Text Available In this essay we aim to emphasize the role of documentary visits in continuous training programs of library professionals. As alternative form of continuous training, the "Carol I" Central University Library runs an annual program of documentary visits to Bucharest museums, in order to identify from the historical, biographical, literary, artistic and scientific perspective, the manner in which evolved Romanian spirituality nationally and beyond. As a form of initial training for national inheritance understanding, the professional visits to cultural institutions allows the discovery of the categories of collections, the structure and their pedagogical value in learning, teaching and training.

  14. 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.

  15. 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.

  16. CLASSROOM OBSERVATION- A POWERFUL TOOL FOR CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD

    Directory of Open Access Journals (Sweden)

    Shanjida Halim

    2018-05-01

    Full Text Available For making teaching and learning more visible, classroom observation plays a central role. It provides teachers with constructive critical feedback in order to improve their classroom management and instructional techniques. For teachers it is important to observe the interaction between teacher-learner within the classroom because it can determine the learning opportunities that students get. Not only that, classroom observation encourages colleagues to collaborate to improve teacher practice and student learning. Feedback from classroom observations is an effective way for providing teachers with the information they need about their classroom behavior, and it can help them in their continuous professional development (CPD. This paper is based upon a practical approach to professional development among teachers through classroom observation. Since we, as teachers, are not born with innate teaching abilities, in fact, we learn and develop gradually with the help of some practical approaches, and classroom observation is a well-known powerful practical approach in primary and higher education to help teachers improve their teaching quality. This article mainly highlights the importance of classroom observation and its guidelines adapted from Observing Classes-CETaL. Further, it emphasizes the limitations of classroom observation, and suggests the ways to carry it out effectively based upon Observing Classes CETaL Model.

  17. Relationships Between Training Load Indicators and Training Outcomes in Professional Soccer

    NARCIS (Netherlands)

    Jaspers, Arne; Brink, Michel S.; Probst, Steven G M; Frencken, Wouter G. P.; Helsen, Werner F.

    Background In professional senior soccer, training load monitoring is used to ensure an optimal workload to maximize physical fitness and prevent injury or illness. However, to date, different training load indicators are used without a clear link to training outcomes. Objective The aim of this

  18. Tanzanian midwives' perception of their professional role and implications for continuing professional development education.

    Science.gov (United States)

    Jones, Brooke; Michael, Rene; Butt, Janice; Hauck, Yvonne

    2016-03-01

    This study explored Tanzanian midwives' perceptions of their professional role within their local context. Findings were to inform recommendations for continuing professional development education programs by Western midwifery educators. Using focus group interviews with sixteen Tanzanian midwives, the findings revealed that the midwives' overwhelming focus was on saving lives of women and newborns. The fundamental elements of saving lives involved prioritising care through receiving handover and undertaking physical assessment. Midwives were challenged by the poor working conditions, perceived lack of knowledge and associated low status within the local community. Based upon these findings, recommendations for continuing professional development education for Tanzanian midwives must ensure that saving lives is a major focus and that strategies taught must be relevant to the low-resource context of this developing country. In recognition of the high-risk women being cared for, there needs to be a focus on the prevention and management of maternity emergencies, in collaboration with medical practitioners. Copyright © 2015 Elsevier Ltd. All rights reserved.

  19. 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.

  20. Learning, assessment and professional identity development in public health training.

    Science.gov (United States)

    Wood, Annette

    2016-06-01

    Professional identity formation is important for new recruits to training programmes. The integration of the accumulation of knowledge and assessment is a key aspect in its acquisition. This study assessed this interaction in Public Health Training in one English region. Semi-structured interviews were held with 15 registrars from the West Midlands Public Health Training Programme. Pre-interview questionnaires gathered background information. A thematic content analysis approach was taken. There was a lack of integration between academic and workplace learning, the professional examination process and professional identity development. Registrars considered sitting the examination and their workplace learning as two parallel processes. Passing the examination was considered a key part in the early development of a professional identity but this was replaced by the opinions of others by the third year of training. Having a Masters' in Public Health was less important but played a different role in their perceived acceptance by the wider Public Health workforce. The lack of integration between assessment and learning seemed to have a detrimental effect on professional identity development. A review of how these two aspects might combine in a more positive manner is needed.

  1. BUSINESS GAMES IN PROFESSIONAL TRAINING OF FUTURE FIRE SAFETY SPECIALISTS

    Directory of Open Access Journals (Sweden)

    Лариса Маладика

    2014-12-01

    Full Text Available Special features of professional training of future specialists in extraordinary (emergency situations, increasing its quality with the use of interactive technologies have been considered in this article. The paper presents a research of modern interactive educational technologies, most widely used at higher educational institutions, promoting modernization of education as well as training of competitive future specialists. The article grounds possibility of formation and development of the culture of professional communication by interactive methods of learning, and business games, in particular. The research deals with kinds of business games as active methods of learning, their structural levels and features of use.

  2. Teaching Physics in English: A Continuing Professional Development for Non-Native English-Speaking Teachers in Thailand

    Science.gov (United States)

    Pruekpramool, Chaninan; Sangpradit, Theerapong

    2016-01-01

    The purposes of this study were to develop a Continuing Professional Development (CPD) using English integrated science approach training curriculum and to promote physics teacher's efficacy to be expert teachers and be able to teach Physics in English. The quality of the curriculum was at a high level corresponding to the congruence scores of the…

  3. The Additional Professional Training in the Late Russian Empire

    Directory of Open Access Journals (Sweden)

    Timur A. Magsumov

    2015-06-01

    Full Text Available The article reveals the experience of intensive organization and functioning of the system of additional professional training in the late imperial period of the Russian history, generated by the need of unfolded modernization in the country. The article is written on the basis of mass sources, including the regional archives of record keeping documentation and working in the mainstream of the study of basic organizational forms of additional training - agricultural courses, shopping classes and courses of technical drawing, also the author produces a macro shot of trends and directions, successes and challenges in its development. The additional professional training as a specific element of the education system of 20th century focusing on the real sector of economy has implemented the free practice-training based on the principles of interdisciplinarity, variability and the high role of self-education.

  4. The education and training of professionals. The perspective of the Spanish Society of Medical Physics (SEFM)

    International Nuclear Information System (INIS)

    Eudaldo, T.; Millan, E.; Paredes, M.C.; Vano, E.; Peinado, F.; Nunez de Villavicencio, C.; Mateos, J.C.; Pena, J.J.

    2001-01-01

    The aim of this paper is twofold. First, to revise some European Communities' recommendations regarding qualification, education and training of professionals involved in ionisation radiation practices, to respond to the Directive 97/43 EURATOM. And then, as Medical Physicists are directly concerned with these practices, to describe how the Spanish Society of Medical Physics deals with the challenge of improving the competence of Medical Physicists in order to assure the best patient protection against ionisation radiation. Therefore, to achieve the first aim, the point of view of the European Federation of Organisations on Medical Physics (EFOMP) concerning the introduction of the 'Medical Physics Expert' and their guidelines for Continuous Professional Development are reviewed, as well as the point of view of European Society for Therapeutic Radiation Oncology (ESTRO) in professional education matters. Referring to the second aim, after succeeding in the recognition of the Medical Physics Speciality in Spain in 1997, the SEFM is now promoting the Continuous Education and Training of their specialists through its Education Committee (Comision de Docencia de la SEFM), so that they can cope with all new professional challenges. Moreover, a number of SEFM members are also involved in education matters to others professionals: Medicine students, nurses, Radiation Technologists, etc. In conclusion, the SEFM has always been aware of the importance of specialisation and continuous education of all professionals involved in radiation ionisation practices, as a way to contribute to guarantee the best radiation protection to the patients. (author)

  5. CONTINUOUS EDUCATION AND TRAINING OF ADULTS – PURPOSE OF AN ACTIVE LIFE ON THE LABOUR MARKET

    Directory of Open Access Journals (Sweden)

    Mergeani Nicea

    2017-11-01

    Full Text Available An active life on the labour market implies, besides the existence of jobs, continuous education and training of adults. Regardless of age, every person needs new knowledge, which one can obtain either by self-teaching or by attending training courses. The development of technology and information influences lifelong learning, which is why, in recent years, greater emphasis has been put on the education and training of adults. In this respect numerous Centers of Professional Training of Adults have been established, some of them attracting their learners through the implementation of projects financed from European funds, which meant free participation of adults to various courses of specialization, training or (requalification. The article highlights the importance of continuous education and training of adults related to the economic and social benefits deriving from it. The article analyzes some of the aspects of continuous education and training of adults that fosters active participation of adults in the labour market, concluding that, for an active professional life, the establishment of relationships between employers, employees, trainers and learners is required.

  6. ORGANIZING, TRAINING, AND RETAINING INTELLIGENCE PROFESSIONALS FOR CYBER OPERATIONS

    Science.gov (United States)

    2016-02-13

    in Education,” Preventing School Failure 57(3), (2013): 162-170. Wall , Andru, “Demystifying the Title 10-Title 50 Debate,” Harvard Law School...AIR WAR COLLEGE AIR UNIVERSITY ORGANIZING, TRAINING, AND RETAINING INTELLIGENCE PROFESSIONALS FOR CYBER OPERATIONS by Melissa A...to adequately organize, train and retain cyber expertise. This is especially true within Air Force intelligence, a critical component of the

  7. SOME METHODOLOGICAL ASPECTS OF TRAINING IT PROFESSIONALS

    Directory of Open Access Journals (Sweden)

    Svitlana Leshchuk

    2017-03-01

    Full Text Available The important task of higher educational establishments is preparation of competitive professional, man that easily feels in market conditions and informative society. Next to possessing of informatively-communication technologies necessary abilities to study in a group, skills of prosecution of general projects. The aim of the article is to show possibility of organization of educational activity of students with maintenance and form works that is required by modern industry of information technologies. An author is describe separate steps preparations of future specialists, that is required by a IT-sphere; specialists that own a modern tool are understood by modern approaches in programming; able to work in a command above a general project and to arrive at a result. The basic ideas of the object-oriented programming are considered, methodology of management projects for the flexible Scrum and possibilities of the use of control system by versions software development, as a powerful instrument that gives an opportunity simultaneously, swimmingly to each other, to conduct the prosecution of group projects. Description comes true on the basis of realization of the special course for specialists on the informatics of specialities «Applied mathematics», «Informatics» of physics-mathematics faculty (Ternopil Volodymyr Hnatyuk National Pedagogical University. The table of contents of material is extended also by an acquaintance with the architectural template of MVC and generalization of abilities of work with a programmatic tool, by a necessity for creation of web-projects. The practical achievement of educational activity of students is development of social web-project with the aim of increase of level of culture of society and benevolent atmosphere of city.

  8. Surviving Troubled Times: Five Best Practices for Training Professionals

    Science.gov (United States)

    Villachica, Steven W.; Stepich, Donald A.

    2010-01-01

    With the current economic downturn and signs of an emerging recovery, executives are trying to determine how to best use their organizations' funds and resources. This may mean downsizing human resource departments and eliminating positions for training personnel. The authors offer five strategies drawn from the professional literature to survive…

  9. AODA Training Experiences of Blindness and Visual Impairment Professionals

    Science.gov (United States)

    Davis, S. J.; Koch, D. Shane; McKee, Marissa F.; Nelipovich, Michael

    2009-01-01

    Co-existing alcohol and other drug abuse (AODA) and blindness or visually impairment may complicate the delivery of rehabilitation services. Professionals working with individuals who are blind or visually impaired need to be aware of unique issues facing those with co-existing disabilities. This study sought to examine the AODA training needs,…

  10. Training Master's Thesis Supervisors within a Professional Learning Community

    Science.gov (United States)

    Fossøy, Ingrid; Haara, Frode Olav

    2016-01-01

    Completion of a master's degree has changed significantly from being the specific responsibility of the candidate and his/her supervisor to being the responsibility of the whole educational institution. As a consequence, we have initiated an internal training course for professional development related to the supervision of master's theses. In…

  11. Professional Training of Future Teacher in Cross-Cultural Dialogue

    Science.gov (United States)

    Semenog, Olena

    2014-01-01

    On the example of propaedeutic educational course "Introduction to Slavic Philology" features of future teachers' professional training of cross-cultural dialogue are considered. Among the main objectives of the course, attention is focused on native language and other languages admirer's tolerance education, students' skills formation…

  12. Training, Communication, and Competence: The Making of Health Care Professionals

    Science.gov (United States)

    Luong, My-Linh

    2009-01-01

    The role of medical anthropology in tackling the problems and challenges at the intersections of public health, medicine, and technology was addressed during the 2009 Society for Medical Anthropology Conference at Yale University in an interdisciplinary panel session entitled Training, Communication, and Competence: The Making of Health Care Professionals. PMID:20027287

  13. Integrating Cultural Humility into Health Care Professional Education and Training

    Science.gov (United States)

    Chang, E-shien; Simon, Melissa; Dong, XinQi

    2012-01-01

    As US populations become increasing diverse, healthcare professionals are facing a heightened challenge to provide cross-cultural care. To date, medical education around the world has developed specific curricula on cultural competence training in acknowledgement of the importance of culturally sensitive and grounded services. This article…

  14. Translation in Language Teaching: Insights from Professional Translator Training

    Science.gov (United States)

    Carreres, Angeles; Noriega-Sanchez, Maria

    2011-01-01

    The past three decades have seen vast changes in attitudes towards translation, both as an academic discipline and as a profession. The insights we have gained in recent years, in particular in the area of professional translator training, call for a reassessment of the role of translation in language teaching. Drawing on research and practices in…

  15. Issues of IT-Professionals Training in Traditional Educational Process

    Science.gov (United States)

    Eminov, Farid; Golitsyna, Irina

    2017-01-01

    The paper presents issues of modern IT-specialists training. Formation of information-educational environment of IT-professionals is discussed. Studying of enterprise infocommunication infrastructure and its management features within a framework of the traditional educational process is considered. [For the complete proceedings, see ED579395.

  16. Analysis of Video-Based Training Approaches and Professional Development

    Science.gov (United States)

    Leblanc, Serge

    2018-01-01

    The use of videos to analyze teaching practices or initial teacher training is aimed at helping build professional skills by establishing more explicit links between university education and internships and practical work in the schools. The purpose of this article is to familiarize the English-speaking community with French research via a study…

  17. Ethics Training and Workplace Ethical Decisions of MBA Professionals

    Science.gov (United States)

    Romious, Tamar S.; Thompson, Randall; Thompson, Elizabeth

    2016-01-01

    We recruited 15 MBA professionals in the St. Louis, Missouri metropolitan area to explore experiences and perceptions of classroom ethics training and ethical experiences in the workplace. Telephone interviews were conducted using open-ended questions to collect data that were uploaded to NVivo 10 for qualitative analysis. As a result of the data…

  18. Continuous professional development of Liberia's midwifery workforce-A coordinated multi-stakeholder approach.

    Science.gov (United States)

    Michel-Schuldt, Michaela; Billy Dayon, Matilda; Toft Klar, Robin; Subah, Marion; King-Lincoln, Esther; Kpangbala-Flomo, Cecelia; Broniatowski, Raphaël

    2018-03-03

    Maternal and newborn mortality remains high in Liberia. There is a severe rural-urban gap in accessibility to health care services. A competent midwifery workforce is able to meet the needs of mothers and newborns. Evidence shows that competence can be assured through initial education along with continuous professional development (CPD). In the past, CPD was not regulated and coordinated in Liberia which is cpommon in the African region. To Support a competent regulated midwifery workforce through continuous professional development. A new CPD model was developed by the Liberian Board for Nursing and Midwifery. With its establishment, all midwives and nurses are required to undertake CPD programmes consisting of certified training and mentoring in order to renew their practicing license. The new model is being piloted in one county in which regular mentoring visits that include skills training are being conducted combined with the use of mobile learning applications addressing maternity health issues. Quality control of the CPD pilot is assured by the Liberian Board for Nursing and Midwifery. The mentoring visits are conducted on a clinical level but are coordinated on the national and county level. CPD using mobile learning on smartphones and regular mentoring visits not only improved knowledge and skills of midwives and nurses but also provided a solution to enhance accessibility in rural areas through improved communication and transportation, as well as improved career development of health personnel working in remote areas. Mentors were trained on a national, county, and health facility level in the pilot county with mentoring visits conducted regularly. The CPD programme of the Liberian Board for Nursing and Midwifery, currently in pilot-testing by various partners, aims to highlight the positive impact of the coordinating role of both the regulatory body and health authorities. Using regular process and programme reviews to improve capacity, knowledge, and

  19. Innovative conditions of professionally applied training for maritime-students.

    Directory of Open Access Journals (Sweden)

    Podlesny A.I.

    2011-01-01

    Full Text Available The author considers organizational and methodological terms of implementation of professional and applied physical training for maritime students subject to their motivation to physical self-perfection. The purpose of the research is to define organizational and pedagogical terms for professional and applied physical training of maritime students to improve their physical condition and special physical attainment. The applied methods were: anthropometric metrology, functional probes, tonometry, pulsometry, motion tests and mathematical analysis. 70 students of 17-18 years participated in the research. It was determined that organizational and pedagogical terms directed on acceleration of making necessary for students to self-improve physically, positively impact on development of special physical state that are fundamental for professional activities of maritime students.

  20. intensity continuous training on lung function and cardiorespiratory ...

    African Journals Online (AJOL)

    African Health Sci

    exercise, Faculty of Medicine Ibn El Jazzar, University of Sousse, Tunisia. 4. Research Unit (EM2S) .... normolipidemic (fasting triglycerides<1.7 mmol/L), nonobese. ...... Effects of intermittent and continuous training on the blood pressure of ...

  1. Training healthcare professionals as moral case deliberation facilitators : evaluation of a Dutch training programme

    NARCIS (Netherlands)

    Plantinga, Mirjam; Molewijk, Bert; de Bree, Menno; Moraal, Marloes; Verkerk, Marian; Widdershoven, Guy A. M.

    2012-01-01

    Until recently, moral case deliberation (MCD) sessions have mostly been facilitated by external experts, mainly professional ethicists. We have developed a train the facilitator programme for healthcare professionals aimed at providing them with the competences needed for being an MCD facilitator.

  2. Training healthcare professionals as moral case deliberation facilitators: evaluation of a Dutch training programme

    NARCIS (Netherlands)

    Plantinga, M.; Molewijk, A.C.; de Bree, M.; Moraal, M.; Verkerk, M.; Widdershoven, G.A.

    2012-01-01

    Until recently, moral case deliberation (MCD) sessions have mostly been facilitated by external experts, mainly professional ethicists. We have developed a train the facilitator programme for healthcare professionals aimed at providing them with the competences needed for being an MCD facilitator.

  3. Practice Stories in Natural Resource Management Continuing Professional Education: Springboards for Learning

    Science.gov (United States)

    Stummann, Cathy Brown

    2014-01-01

    The use of stories from professional experience in continuing professional education has been on the rise in many fields, often aimed at bolstering capacity through sharing professional knowledge and/or supporting reflective practice. Practice stories are also suggested to be beneficial in supporting professional learning of new concepts. These…

  4. Ultrasound guidance for internal jugular vein cannulation: Continuing Professional Development.

    Science.gov (United States)

    Ayoub, Christian; Lavallée, Catherine; Denault, André

    2010-05-01

    The objective of this continuing professional development module is to describe the role of ultrasound for central venous catheterization and to specify its benefits and limitations. Although ultrasound techniques are useful for all central venous access sites, the focus of this module is on the internal jugular vein approach. In recent years, several studies were published on the benefits of ultrasound use for central venous catheterization. This technique has evolved rapidly due to improvements in the equipment and technology available. Ultrasound helps to detect the anatomical variants of the internal jugular vein. The typical anterolateral position of the internal jugular vein with respect to the carotid is found in only 9-92% of cases. Ultrasound guidance reduces the rate of mechanical, infectious, and thrombotic complications by 57%, and it also reduces the failure rate by 86%. Cost-benefit analyses show that the cost of ultrasound equipment is compensated by the decrease in the expenses associated with the treatment of complications. In this article, we will review the history of ultrasound guidance as well as the reasons that account for its superiority over the classical anatomical landmark technique. We will describe the equipment needed for central venous catheterization as well as the various methods to visualize with ultrasound. To improve patient safety, we recommend the use of ultrasound for central venous catheterization using the internal jugular approach.

  5. Project ECHO: A Telementoring Network Model for Continuing Professional Development.

    Science.gov (United States)

    Arora, Sanjeev; Kalishman, Summers G; Thornton, Karla A; Komaromy, Miriam S; Katzman, Joanna G; Struminger, Bruce B; Rayburn, William F

    2017-01-01

    A major challenge with current systems of CME is the inability to translate the explosive growth in health care knowledge into daily practice. Project ECHO (Extension for Community Healthcare Outcomes) is a telementoring network designed for continuing professional development (CPD) and improving patient outcomes. The purpose of this article was to describe how the model has complied with recommendations from several authoritative reports about redesigning and enhancing CPD. This model links primary care clinicians through a knowledge network with an interprofessional team of specialists from an academic medical center who provide telementoring and ongoing education enabling community clinicians to treat patients with a variety of complex conditions. Knowledge and skills are shared during weekly condition-specific videoconferences. The model exemplifies learning as described in the seven levels of CPD by Moore (participation, satisfaction, learning, competence, performance, patient, and community health). The model is also aligned with recommendations from four national reports intended to redesign knowledge transfer in improving health care. Efforts in learning sessions focus on information that is relevant to practice, focus on evidence, education methodology, tailoring of recommendations to individual needs and community resources, and interprofessionalism. Project ECHO serves as a telementoring network model of CPD that aligns with current best practice recommendations for CME. This transformative initiative has the potential to serve as a leading model for larger scale CPD, nationally and globally, to enhance access to care, improve quality, and reduce cost.

  6. Continuing education needs for fishery professionals: a survey of North American fisheries administrators

    Science.gov (United States)

    Rassam, G.N.; Eisler, R.

    2001-01-01

    North American fishery professionals? continuing education needs were investigated in an American Fisheries Society questionnaire sent to 111 senior fishery officials in winter 2000. Based on a response rate of 52.2% (N = 58), a minimum of 2,967 individuals would benefit from additional training, especially in the areas of statistics and analysis (83% endorsement rate), restoration and enhancement (81%), population dynamics (81%), multi-species interactions (79%), and technical writing (79%). Other skills and techniques recommended by respondents included computer skills (72%), fishery modeling (69%), habitat modification (67%), watershed processes (66%), fishery management (64%), riparian and stream ecology (62%), habitat management (62%), public administration (62%), nonindigenous species (57%), and age and growth (55%). Additional comments by respondents recommended new technical courses, training in various communications skills, and courses to more effectively manage workloads.

  7. Use of professional profiles in applications for specialist training positions

    DEFF Research Database (Denmark)

    Lundh, Andreas; Skjelsager, Karen; Wildgaard, Kim

    2013-01-01

    INTRODUCTION: The seven roles of the CanMEDS system have been implemented in Danish postgraduate medical training. For each medical specialty, a professional profile describes which elements of the seven roles the specialty deems important for applicants for a specialist training position. We...... investigated use of professional profiles among the 38 Danish specialty societies in order to ascertain the use of the seven roles. MATERIAL AND METHODS: We used information from the websites of the Postgraduate Medical Training Secretariats in March 2012. For each profile, we extracted information on how...... the seven roles were described, how the roles were ranked by importance, whether a score sheet was used by the appointment committee and whether the profile had been updated. RESULTS: Twenty-four (63%) of the 38 profiles described the contents for all of the seven roles and four (11%) described the contents...

  8. INFORMATION AND COMMUNICATION TECHNOLOGIES IN TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT IN NIGERIA

    Directory of Open Access Journals (Sweden)

    Felix Kayode OLAKULEHIN

    2007-01-01

    Full Text Available This paper examined the contemporary teacher training and professional development in Nigeria as an example of the experiences in developing countries of the world. Against the background of the ascendancy of information and communications technologies in all aspects of human life this study attempted to situate the concept of Information and Communication technology at the centre of the pre-service training and continuing professional development of the Nigerian teacher. A review of some of the major challenges confronting the nation in terms of adopting a technology driven teacher education model was carried out. It also explored the potentials of ICTs for and in teachers’ professional development in Nigeria and developing countries of the world. Consequently, proposing a model of a sustainable teacher training and professional development for Nigeria and other developing countries, within the functional framework of the Information and Communication Technologies was developed to indicate how ICTs could be gradually introduced into the school systems. The study conclude by further highlighting the benefits that Nigeria and other developing countries stand to gain by adopting an ICT driven approach for the pre-service and in-service training and professional development of teachers.

  9. Knowledge of Pharmacogenetics among Healthcare Professionals and Faculty Members of Health Training Institutions in Ghana.

    Science.gov (United States)

    Kudzi, W; Addy, B S; Dzudzor, B

    2015-03-01

    Pharmacogenetics has a potential for optimizing drug response and identifying risk of toxicity for patients. Pharmacogenetics knowledge of healthcare professionals and the unmet need for pharmacogenetics education in health training institutions are some of the challenges of integrating pharmacogenetics into routine medical practice. To assess pharmacogenetics knowledge among healthcare professionals and faculty members of health training institutions in Ghana. Semi-structured questionnaires were used to interview healthcare professionals from selected public and private hospitals. Faculty members from health training institutions were also interviewed. The respondents were Medical doctors 42 (46.7%), Pharmacists 29 (32.2%) and Nurses 19 (21.1%). Healthcare professionals rated their knowledge of Pharmacogenetics as Excellent 5 (5.6%), Very Good 10 (11.2%), Good 53 (60%) and Poor 19 (21.4%). Thirty-two faculty members from health training institutions were also interviewed. Faculty members rated their knowledge of pharmacogenetics as Excellent 2 (6.3%), Very Good 3 (9.4%), Good 9 (28.1%), Fair 12 (37.5%) and Poor 6 (18.8%). Thirty seven percent (12) of these faculty members said pharmacogenetics was not part of their institutions' curriculum, 7 (22%) did not know if pharmacogenetics was part of their curriculum and only 13 (40.6%) said it was part of their curriculum. Few healthcare professionals and faculty members of training institutions are aware of the discipline of pharmacogenetics. There is the need for continuous professional education on pharmacogenetics and development of competency standards for all healthcare professionals in Ghana.

  10. Factors influencing nurse participation in continuing professional development activities : Survey results from the Netherlands

    NARCIS (Netherlands)

    Brekelmans, G.A.; Maassen, S.; Poell, R.F.; Weststrate, J.; Geurdes, E.

    2016-01-01

    Background Professionals are individually responsible for planning and carrying out continuing professional development (CPD) activities, ensuring their relevance to current practice and career development. The key factors that encourage nurses to undertake CPD activities are not yet clear. Several

  11. From Humanizing the Educational Process to Professionally Mobile Specialists Training

    Directory of Open Access Journals (Sweden)

    T. A. Fugelova

    2012-01-01

    Full Text Available Training professional mobile specialists capable of responding flexibly to dynamic changes in society is considered to be the most important issue of the modern educational system. The paper justifies the idea that technical universities should take responsibility for solving this problem by means of humanization of technical education, which implies reconsidering its values and general notions. For overcoming the technocratic trends, the author recommends to cultivate the value of professionalism in the humanization context.Professionalism is defined by using the «professional service» idea as a «purpose acknowledgment, supertask, even a mission». The main components of the above attitude lie in finding the harmony with the world and its basic values. Therefore, technical universities face the challenge of training people of intelligence with a high moral and business responsibility. The basic value of such a person is regarded as «dedication to the cause» - the constant desire to improve the world and leave behind them- selves something of value to society. For training such specialists, the educational process should provide teachers dialogue and collaboration with students to facilitate the process of self-determination and self-development of the prospective specialists. 

  12. Therapeutic role of continuous exercise training programme on the ...

    African Journals Online (AJOL)

    The continuous (n=112; 58.63 ± 7.22 years) group involved in an 8 weeks continuous training (60-79% HR max reserve) programme of between 45 minutes to 60 minutes, while age-matched controls hypertensive (n=105; 58.27± 6.24 years) group remain sedentary during this period. Cardiovascular parameters [Systolic ...

  13. A case study of continuing teacher professional development ...

    African Journals Online (AJOL)

    We consider the professional development of in-service teachers and review traditional development efforts that have been used in the past. An alternative form of professional development using Japanese lesson study is proposed and discussed as a possibility. A case study involving the Mpumalanga Secondary Science ...

  14. The National Health Service Knowledge and Skills Framework and its implications for continuing professional development in nursing.

    Science.gov (United States)

    Gould, Dinah; Berridge, Emma-Jane; Kelly, Daniel

    2007-01-01

    The National Health Service Knowledge and Skills Framework has been introduced as part of the Agenda for Change Reforms in the United Kingdom to link pay and career progression to competency. The purpose of this paper is to consider the implications for nurses, their managers and the impact on university departments delivering continuing professional development for nurses. The new system has the potential to increase the human resources management aspect of the clinical nurse managers' role and could have legal implications, for example if practitioners perceive that their needs for continuing professional development have been overlooked to the detriment of their pay and career aspirations. The new system also has implications for providers of continuing professional development in the universities and is likely to demand closer liaison between education providers and trust staff who commission education and training. The Knowledge and Skills Framework is of interest to nurses and nurse educators internationally because the system, if effective, could be introduced elsewhere.

  15. Reconsidering social science theories in natural resource management continuing professional education

    DEFF Research Database (Denmark)

    Stumann, Cathy Brown; Gamborg, Christian

    2014-01-01

    on the impact of these changes for NRM professionals resulted in many studies calling for NRM professionals to learn a host of new social science-related skills and knowledge. Twenty years later, research continues to show that NRM professionals are struggling to develop these ‘new’ skills and calls...... for integrating the social sciences in NRM education and practice endure. This paper discusses the challenge of integrating social science skills and knowledge into NRM public involvement practice and continuing professional education. The paper argues for a reconsideration of how social science theories relate...... to professionals’ practical theories and concludes with some implications and proposals for NRM continuing professional education....

  16. Continuing education in athletic training: an alternative approach based on adult learning theory.

    Science.gov (United States)

    Pitney, W A

    1998-01-01

    To offer an alternative perspective on current continuing education practices and to propose a model for facilitating continuing education in the athletic training workplace. Professional knowledge can quickly become outdated, and the personal/professional contexts of allied medical fields such as athletic training are becoming increasingly more complex, making continuing education paramount. Adult learning theory suggests that individuals are self- directed, autonomous learners in nature and that experience is a rich source for learning, subsequently making the workplace a fruitful environment in which to engage in continuing education. Unfortunately, mandating continuing education may violate the voluntary nature of adult learning, making the practice questionable. Therefore, alternative aspects of continuing education may be helpful. This article consists of a brief synthesis of related literature that offers an alternative perspective of continuing education and proposes a model for facilitating continuing education in the workplace. The model's foundation includes preparing an environment conducive to learning and then focuses on identifying learning needs, setting goals, implementing specific strategies to facilitate self-directed learning, and assessing leaming. Additionally, the model suggests that ongoing reflection is a key factor in enhancing the identification of learning needs, goals, and strategies. The model may best be used by clinical coordinators, directors, and supervisors to better facilitate employee learning and subsequently improve patient care delivery.

  17. Yearning for the Vastness of the Sea: Reflections and Commentary on Professional Training in Hypnosis.

    Science.gov (United States)

    Baker, Elgan L

    2017-01-01

    Educational programs are a major focus of most professional hypnosis societies. Many of these programs rely on traditional curricula and teaching strategies with variable success. The articles in this special issue examine and critique these training models and suggest innovative approaches to professional education with an emphasis on more uniform course content and goals and more dynamic and effective educational processes. A convergence of themes is noted and examined including the need to continue to expand the acceptance and utilization of clinical hypnosis, the importance of attending to broader clinical competence beyond hypnosis skills, the need for faculty development and evaluation, and the imperative that course content reflects academic rigor and contemporary science as well as providing for demonstration and supervised clinical practice. These themes are explicated for the development of new training paradigms and for continued programs in the field of clinical hypnosis.

  18. Training of professional interpreters in Cuba: Its main historic backgrounds

    Directory of Open Access Journals (Sweden)

    Diana Oliveros-Domínguez

    2017-06-01

    Full Text Available The formation of interpreters in Cuba has as its main goal to train a professional who is able to mediate among Spanish speakers and not-Spanish speakers in our historic situation. This research article aims to analyze the main backgrounds of interpretation teaching at Universidad de Oriente, taking into account its dynamics and the didactic treatment of the cognitive factors involved in the interpretation process. This enables to deepen into the main characteristics of the process, through a study of short-term memory training and the didactic devices used for its improvement; and establish three main stages in the evolution.

  19. Promoting Multicultural Competence: Diversity Training for Transition Professionals

    Science.gov (United States)

    Lichtenstein, David; Lindstrom, Lauren; Povenmire-Kirk, Tiana

    2008-01-01

    As post-school outcomes for diverse students with disabilities continue to fall short of those of their majority-culture peers, there is an increasingly urgent need to increase multicultural competence among transition professionals. This study used a pre-/post-test measure to assess changes in multicultural competence for a statewide group of…

  20. Professional training Formação profissional

    Directory of Open Access Journals (Sweden)

    Vera Lúcia Lemos Basto Echenique

    1990-08-01

    Full Text Available This paper presents a disucssion about the professional training of qualified human resources and the role of the university in this kind of preparation considering the present developement reality.O testo apresenta uma discussão sobre a formação profissional, o preparo de mão-de-obra qualificada e o papel da universidade frente a essa formação, considerando a realidade desenvolvida atual.

  1. PROFESSIONALLY ORIENTED COURSE OF ENGINEERING-GRAPHICAL TRAINING

    Directory of Open Access Journals (Sweden)

    Olga V. Zhuykova

    2015-01-01

    Full Text Available The aim of the article is to present the results of managing the competence oriented self-directed student learning while studying graphical subjects at Kalashnikov Izhevsk State Technical University.Methods. The technology of self-directed engineering-graphical training of future bachelors based on the analysis of educational literature and teaching experience, providing individualization and professional education is suggested. The method of team expert appraisal was used at all stages of self-directed learning management. This method is one of main in qualimetry (the science concerned with assessing and evaluating the quality of any objects and processes; it permits to reveal the components of engineering-graphical competence, to establish the criteria and markers of determining the level of its development, to perform expert evaluation of student tasks and estimation procedures.Results. It has been established that the revitalization of student selfdirected learning owing to professional education and individualization permits to increase the level of student engineering-graphical competence development. Scientific novelty. The criteria evaluation procedures for determining the level of student engineering-graphical competence development in the process of their professional oriented self-directed learning while studying graphical subjects at a technical university are developed.Practical significance. The professional-focused educational trajectories of independent engineering-graphic preparation of students are designed and substantially filled in content. Such training is being realised at the present time at Kalashnikov Izhevsk State Technical University, major «Instrument Engineering». 

  2. Training and replacing a 'lost generation' of uranium professionals

    International Nuclear Information System (INIS)

    Chalmers, M.S.

    2007-01-01

    It wasn't long ago, actually only a few years ago, when uranium companies and skilled uranium professionals receive little attention and limited interest from other sections of the mining and resource industries. Actually, there were many uranium professionals, whom in some cases, spent over a decade unwinding their CV's to limit the emphasis on uranium exploration and development from the past. Actually, when the bottom fell out of the uranium industry in the late 70's and early 80's there were literally tens of thousands of professionals internationally that were in a major regroup with their careers to get back into mining proper without the uranium connection and believe me, that wasn't always easy. As in most cases, there was no or limited places for uranium professionals wanting to stay in the industry and consequently, virtually all were forced to leave the sector. Who could have predicted that, after nearly 25 years of limited international investment and significant interest in new uranium exploration and development, that the price for yellowcake today would be in excess of US$100/pound? Concerns over energy security and global warming on top of the all-time high uranium price have really come together to make a true uranium renaissance. A renaissance which looks sounder and more sustainable than ever before. So, how is the industry facing a chronic shortage of experience and the huge task of training a multidisciplinary professional workforce going to cope? Effectively there is a 'lost generation' of professionals and very few people available or knowledgeable enough to train those new to the industry. This is a unique problem in the industry and likely more chronic than the other mining sectors, as typically the economic cycles are seven or eight years, not 25 years as has been seen with uranium

  3. COMPARISON OF PROPRIOCEPTIVE TRAINING OVER TECHNICAL TRAINING IN PREVENTION OF RECURRENT ANKLE SPRAIN AMONG PROFESSIONAL FOOTBALLERS

    Directory of Open Access Journals (Sweden)

    Jibi Paul

    2015-04-01

    Full Text Available Background: Ankle sprain is one of the major causes of disability in professional footballers. Objective of this study was to find out the effectiveness and to compare the effectiveness of the proprioceptive training and technical training immediately after the end of the treatment and after three months follow up in prevention of recurrent ankle sprain among professional footballers. Methods: 30 subjects with previous history of grade I or grade II ankle sprain, within one year were selected for the study. They were randomly divided into two groups equally treadmill 15 in each group A and group B. Group A and B received five minutes of warm-up by brisk walk on treadmill. Group A and B underwent 20 minutes of unilateral balance board training and unilateral vertical jump respectively. Results: Pre and post data were analyzed using Mann-Whitney test, Wilcoxon’s sign rank test, paired‘t’ test. Intra group analysis showed that both groups have shown significant improvement with P < 0.001, after the treatment. Inter group were analyzed the post scores of both groups and found no significant difference on proprioceptive training over technical training on recurrence of ankle sprain among professional footballers. Conclusion: The study concluded that proprioceptive and technical training are equally effective on prevention of recurrent ankle sprain among professional footballers with previous history of grade I or grade II ankle sprain.

  4. Innovative approach to training radiation safety regulatory professionals

    International Nuclear Information System (INIS)

    Gilley, Debbie Bray

    2008-01-01

    Full text: The supply of human resources required to adequately manage a radiation safety regulatory program has diminished in the last five years. Competing professional opportunities and a reduction in the number of health physics secondary schools have made it necessary to look at alternative methods of training. There are limited educational programs in the US that prepare our professionals for careers in the Radiation Regulatory Programs. The state of Florida's radiation control program embraced a new methodology using a combination of didactic and work experience using qualification journals, subject matter experts, and formalized training to develop a qualified pool of employees to perform the regulatory functions and emergency response requirements of a state radiation control program. This program uses a task-based approach to identify training needs and draws upon current staff to develop and implement the training. This has led to a task-oriented staff capable of responding to basic regulatory and emergency response activities within one year of employment. Florida's program lends itself to other states or countries with limited resources that have experienced staff attrition due to retirement or competing employment opportunities. Information on establishing a 'task-based' pool of employees that can perform basic regulatory functions and emergency response after one year of employment will be described. Initial task analysis of core functions and methodology is used to determine the appropriate training methodology for these functions. Instructions will be provided on the methodology used to 'mentor' new employees and then incorporate the new employees into the established core functions and be a useful employee at the completion of the first year of employment. New training philosophy and regime may be useful in assisting in the development of programs in countries and states with limited resources for training radiation protection personnel. (author)

  5. Competency-based medical education and continuing professional development: A conceptualization for change.

    Science.gov (United States)

    Lockyer, Jocelyn; Bursey, Ford; Richardson, Denyse; Frank, Jason R; Snell, Linda; Campbell, Craig

    2017-06-01

    Competency-based medical education (CBME) is as important in continuing professional development (CPD) as at any other stage of a physician's career. Principles of CBME have the potential to revolutionize CPD. Transitioning to CBME-based CPD will require a cultural change to gain commitment from physicians, their employers and institutions, CPD providers, professional organizations, and medical regulators. It will require learning to be aligned with professional and workplace standards. Practitioners will need to develop the expertise to systematically examine their own clinical performance data, identify performance improvement opportunities and possibilities, and develop a plan to address areas of concern. Health care facilities and systems will need to produce data on a regular basis and to develop and train CPD educators who can work with physician groups. Stakeholders, such as medical regulatory authorities who are responsible for licensing physicians and other standard-setting bodies that credential and develop maintenance-of-certification systems, will need to change their paradigm of competency enhancement through CPD.

  6. The United Kingdom and Ireland Association of Forensic Toxicologists; establishing best practice for professional training & development in forensic toxicology.

    Science.gov (United States)

    Cosbey, Simon; Elliott, Simon; Paterson, Sue

    2017-01-01

    The current status of forensic toxicology in the United Kingdom is discussed with an emphasis on professional training and development. Best practice is proposed using a blend of modular foundation knowledge training, continuing professional development, academic study, research & development and ongoing analytical practice. The need for establishing a professional career structure is also discussed along with a suggested example of a suitable model. The issues discussed in this paper are intended to provoke discussion within the forensic toxicology community, industry regulators and other government bodies responsible for the administration of justice. Copyright © 2016 The Chartered Society of Forensic Sciences. Published by Elsevier Ireland Ltd. All rights reserved.

  7. TEACHERS TRAINING FOR EDUCATION OF TEENAGE MOBILITY IN THE SYSTEM OF ADDITIONAL PROFESSIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Yuliya Vadimovna Naidanova

    2017-06-01

    Full Text Available Purpose. The article is devoted to the problem of teachers training for education of teenage mobility in the system of additional professional education. The author’s aim is to describe the model of teachers training for education of teenage mobility and the complex of organizational-pedagogical conditions for its implementation. Methods. The basis of the research is the theoretical (theoretical analysis and synthesis of information contained in the pedagogical, psychological literature about the problem of research, modeling research methods. Results. The results of this work consist in the fact that the author gives a definition of the concept “teachers training for education of teenage mobility”, describes the model of teachers training for education of teenage mobility, which contains of an orientating, contensive-methodical and diagnostic-valuative component; stages of design and implementation of the program for education of teenage mobility; block of development and realization of mobility self-education programs; offers a complex of organizational-pedagogical conditions for implementation of model, which includes the developing of a unified information-educational environment for the educational program participants of additional professional education; pedagogical facilitation self- education for mobility of the participants; continuous feedback as the basis for organizing the productive and creative cooperation of the educational process subjects. Practical implication. The results of this research can be applied to train teachers for fulfillment of new labor functions in the system of additional professional education.

  8. Professional career and training of power plant personnel in France

    International Nuclear Information System (INIS)

    Litaudon, J.

    1982-01-01

    This task is characterized by the necessity of assuring correct human behaviour in order to assure safety in thermal power plants, whether conventional or nuclear. Training of the operating personnel is organized, structured, and continuously monitored. Utilities have a high responsibility there as they are responsible for the conception of training courses and teaching aids and also participate in teaching. After the paedagogical philosophy of basic training, technical knowledge is to be taught, and the ability to analyze, criticize, and derive specific knowledge from the general knowledge acquired. (orig./GL) [de

  9. [Professionalism: Values and competences in specialized medical training].

    Science.gov (United States)

    Giménez, N; Alcaraz, J; Gavagnach, M; Kazan, R; Arévalo, A; Rodríguez-Carballeira, M

    To determine the perception of healthcare professionals (tutors, residents and teaching collaborators) involved in specialist medical training on the core values and skills to develop their tasks. A tailor-made questionnaire aimed at healthcare professionals in 9health care centres and a referral hospital. Questionnaire: 4 sections and 51 variables (scale 1-10). A total of 287 professionals participated, which included 97% tutors (n=59), 38% residents (n=61), and 56% others (97 teaching collaborators and 70 not associated with teaching). The alfa Cronbach coefficient was 0.945. Best rated values were work compliance (8.7 points), ethics in professional practice (8.6 points), and respect for their team (8.3 points). The best rated competence was communication with patients and families (8.1 points), followed by self-motivating leadership (7.9 points), and the practical application of medical and healthcare theoretical knowledge (7.8 points). The values received, on average, 0.7 points above competences (95% CI: 0.5-0.9). There were no differences between tutors and residents, although differences were found between doctors and nurses, and between males and females. Most of the professionals (tutors, residents, and teaching collaborators) share the same perception of the values and competencies that influence their professional development. This perception was influenced by the professional category and gender, but not age or working in a hospital or primary health care. Copyright © 2016 SECA. Publicado por Elsevier España, S.L.U. All rights reserved.

  10. Preparing for New and Changing Roles in Research Libraries – the Need for Continuing Professional Development

    Directory of Open Access Journals (Sweden)

    Gitte Larsen

    2006-10-01

    Full Text Available It is expected that library staff are qualified to offer high quality services to users visiting the physical library. Likewise, it is expected that they have substantial knowledge and skills needed for developing and maintaining electronic services and for dissemination of relevant services and facilities requested by the web-user. Serving remote library users calls for additional competencies, such as marketing, branding and communications skills in the electronic environment as well as knowledge of measuring and evaluation of the use of electronic services. It is a challenge to the staff to match particular needs and demands from different user groups, but also to library management staff to ensure that the competencies and skills are available in the organisation to match the needs of the user – wherever s/he might be located. Competencies are, in this context, defined as the combination of knowledge and experience that make the individual able to take the right actions in the daily working environment. What education and training needs emerge from the changing roles and new tasks? How might we identify the needs for continuing professional development? And how can we maintain and update skills and competencies acquired maybe 25 years ago? These are key questions – not only to be addressed to library managers, but also to be considered carefully by those institutions responsible for continuing education and professional development of library staff.

  11. Use of professional profiles in applications for specialist training positions.

    Science.gov (United States)

    Lundh, Andreas; Skjelsager, Karen; Wildgaard, Kim

    2013-07-01

    The seven roles of the CanMEDS system have been implemented in Danish postgraduate medical training. For each medical specialty, a professional profile describes which elements of the seven roles the specialty deems important for applicants for a specialist training position. We investigated use of professional profiles among the 38 Danish specialty societies in order to ascertain the use of the seven roles. We used information from the websites of the Postgraduate Medical Training Secretariats in March 2012. For each profile, we extracted information on how the seven roles were described, how the roles were ranked by importance, whether a score sheet was used by the appointment committee and whether the profile had been updated. Twenty-four (63%) of the 38 profiles described the contents for all of the seven roles and four (11%) described the contents only for some of the roles. Nine specialties (24%) described a clear ranking of the seven roles with the medical expert and scholar roles generally ranked as most important. Seven specialties (18%) used standardised score sheets as part of the application process. Four (11%) specialties had updated their professional profiles. The majority of specialties described the seven roles in their professional profiles, but the level of detail varied substantially. Few specialties described whether the roles were ranked by importance or provided specific guidelines for appointment committees on how the contents of the profiles should be interpreted. We suggest that specialties seek inspiration for updating their profiles, and that they use the contents from all specialties provided at a website. not relevant. not relevant.

  12. Training needs assessment of health care professionals in a developing country: the example of Saint Lucia.

    Science.gov (United States)

    Gaspard, Janice; Yang, Che-Ming

    2016-04-16

    Continuing education (CE) is crucial for quality improvement in health care. The needs assessment of CE helps ensure effectiveness. However, such an assessment necessitates certain techniques that are unfamiliar to health care communities in developing countries. This study identifies the needs of providing CE to health care personnel in Saint Lucia. This study was designed as a questionnaire survey to investigate the demographics, training needs, and preferred approaches to improve performance of the target population. The study population included the health care professionals of major public health care facilities in Saint Lucia. We used the World Health Organization-adopted Hennessy Hicks Training Needs Analysis Questionnaire, a self-reported close-ended structured questionnaire with a core set of 30 items. These items refer to tasks that are central to the role of health care professionals and are categorized into six superordinate categories: research/audit, communication/teamwork, clinical skills, administrative, managerial/supervisory, and continuing professional education. In total, 208 questionnaires were distributed; the response rate was 66.8%, and most respondents were nurses. The need for continuing professional education was rated the highest priority, followed by research/audit activities. The evidence suggests that most respondents required training in communication skills, management, clinical skills, and research methods. Providing training according to the needs is vital, particularly in developing countries. The present research methodology and findings offer perspectives on how to conduct needs assessment and offer reference points for developing countries whose background and health care environment are similar to those of Saint Lucia.

  13. Professional Learning Communities: Teachers Working Collaboratively for Continuous Improvement

    Science.gov (United States)

    Griffith, Louise Ann

    2009-01-01

    Current research indicates that a professional learning community (PLC) is an effective means for helping teachers to bridge the gap between research and practice. A PLC is a team of educators systematically working together to improve teaching practice and student learning. This study evaluated the PLC formed by teachers at a public elementary…

  14. Assessment: Continuous Learning. Strategies for Teaching and Learning Professional Library.

    Science.gov (United States)

    Bridges, Lois

    This publication is part of a series of monographs on the art of teaching. Each volume, focusing on a specific discipline, explores theory in the context of teaching strategies Three techniques for using the series: dialogues (as self-evaluation and in study groups), shop talk (review of current professional literature), and teacher-to-teacher…

  15. Saudi Continuous Professional Development and Leadership Skills Awareness

    Science.gov (United States)

    Alsughayyer, Arwa

    2016-01-01

    Higher education in Saudi Arabia has undergone major reforms over the past decade. Investment in leadership development has received particular focus by policymakers. Little is known about leaders and their participations in professional development (PD) programs and effective leadership skills. Therefore, this study examined, using a quantitative…

  16. Assessment of Student Professional Outcomes for Continuous Improvement

    Science.gov (United States)

    Keshavarz, Mohsen; Baghdarnia, Mostafa

    2013-01-01

    This article describes a method for the assessment of professional student outcomes (performance-type outcomes or soft skills). The method is based upon group activities, research on modern electrical engineering topics by individual students, classroom presentations on chosen research topics, final presentations, and technical report writing.…

  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. A Spiral Plan for Delivery and Evaluation of Continuous Professional Development.

    Science.gov (United States)

    Mack, Paul J.

    This paper presents a model that can be used in many settings where there is a need to chart and evaluate continuous professional learning. Every use begins with assessing needs and defining goals for professional growth in context. Vertical movement along a spiral, with continuous support and coaching, indicates expanded capacity and maturation.…

  19. Comparing the Impact of Specific Strength Training vs General Fitness Training on Professional Symphony Orchestra Musicians

    DEFF Research Database (Denmark)

    Nygaard Andersen, Lotte; Mann, Stephanie; Juul-Kristensen, Birgit

    2017-01-01

    Musculoskeletal symptoms, especially in the upper body, are frequent among professional symphony orchestra musicians. Physical exercise may relieve pain but might also interfere with playing performance. OBJECTIVE: To evaluate the feasibility and effect of "specific strength training" (SST) versus...... "general fitness training" (GFT). METHODS: A feasibility study using randomized controlled methods. Primarily, evaluations involved self-reported impact on instrument playing and satisfaction with the interventions. Secondary evaluations included pain intensity, hand-grip strength, aerobic capacity, body...

  20. [Medical empathy of physicians-in-training who are enrolled in professional training programs. A comparative intercultural study in Spain].

    Science.gov (United States)

    Delgado-Bolton, Roberto; San-Martín, Montserrat; Alcorta-Garza, Adelina; Vivanco, Luis

    2016-11-01

    To characterise some of the environmental factors that are sensitive to cultural influence, and are involved in the development of medical empathy in Spanish and Latin American physicians-in-training. Cross-sectional study using questionnaires. Primary care and specialized medicine centres of the Healthcare System of La Rioja, Logroño, Spain. Physicians-in-training MAIN MEASUREMENTS: : Empathy was measured using the Jefferson Scale of Physician Empathy, version for healthcare professionals (JSE-HP). Socio-demographic, academic, and professional background information was collected. A total of 104 residents (67 from Spain and 32 from Latin America) answered and returned the questionnairess. The JSE-HP showed adequate psychometric properties. The empathy mean score of Spanish group was higher than that of the Latin American group (P=.01). Differences in the development of empathy were associated with: the development of professional models (P<.001), the positive encounter with other professionals (P=.001), and with a continuing medical education (P=.008). Some factors involved in the development of empathy that are sensitive to cultural influence have been characterised. The development of future research areas is suggested. Copyright © 2015 Elsevier España, S.L.U. All rights reserved.

  1. Contributions of blended learning training to teacher professional development

    Directory of Open Access Journals (Sweden)

    Ana Duarte Hueros

    2018-01-01

    Full Text Available The central theme of this study is the analysis of a balanced integrated teaching methodology (face-to-face and virtual, as blended learning and the extent of its implementation in teacher training, as well as the importance of leadership in planning, supervising and coordinating this process. We began with a systematic review of the literature of the last 15 years (2002-2017 on the Web of Science (WOS, the most highly rated database in the scientific community. We identified 190 studies related to blended learning, professional teaching development and leadership in education. We then selected 163 documents that fell specifically into the educational research category, of which 75 were articles. We further fine-tuned the search by excluding those articles related to research fields other than teachers’ professional development, and arrived at 35 articles that fulfilled our preliminary criteria. We reduced the sample to the 24 articles that contained all the features required by our investigation. The results show that blended learning is a valuable training tool that enables teachers to acquire competences and which can aid their professional development; it can also foment collaborative work, augment teachers’ technical and didactic skills around technology, promote interdisciplinary experiences and help teachers to share innovations, etc., among other potential outcomes.

  2. Training of health care students and professionals: a pivotal element in the process of optimal organ donation awareness and professionalization.

    Science.gov (United States)

    Paez, G; Valero, R; Manyalich, M

    2009-01-01

    Successes in organ donation and transplantation programs are directly evidence-based education. Transplant Procurement Management (TPM) is an international educational project on organ donation and transplantation. Our purpose was to evaluate the TPM educational project. We compared the data of 17 years of experience, strategies, and methods. We retrospectively performed a descriptive analysis of all educational activities developed between 1991 and 2008. We identified 7 crucial points. (1) In 1991, TPM was started under the auspices of the University of Barcelona (UB) and the National Spanish Transplant Organization (ONT; national training, face-to-face). (2) In 1994, TPM became international (international advanced training and country-based). (3) Since 1997 in Italy and 2006 in France, national training courses were organized adapting the same methodologies as the advanced international TPM courses. TPM also implemented short (1-3 days) introductory courses worldwide. (4) In 2002, the e-learning platform program was launched to facilitate the education of professionals. (5) In 2005, an international master's degree was created at UB under the Life-Long Learning Institute (IL3). (6) In 2006, the courses were expanded to include pregraduate health science faculties with the International Project on Education and Research in Donation at University of Barcelona (PIERDUB). (7) In 2007, the European-funded European Training Program on Organ Donation (ETPOD) project was started. Currently, TPM offers face-to-face, e-learning, and blended international courses. As of 2008, TPM has trained 6498 professionals in 89 countries on 5 continents. TPM has impacted positively on the various essential levels in the process of organ donation and transplantation, with lifelong follow-up and an international network through the capacity to adapt to specific country needs as well as continuous quality improvement thanks to the collaboration of expert teachers and consultants.

  3. A marriage of continuance: professional development for mathematics lecturers

    Science.gov (United States)

    Barton, Bill; Oates, Greg; Paterson, Judy; Thomas, Mike

    2015-06-01

    In a 2-year project, we developed and trialled a mode of lecturing professional development amongst staff in our department of mathematics. Theoretically grounded in Schoenfeld's resources, orientations, and goals (ROG) model of teacher action, a group met regularly to discuss both the video excerpts of themselves lecturing along with written pre- and post-lecture statements of their "ROGs". We found evidence of improved teaching performance but more interestingly, identified key aspects of our practice and of undergraduate mathematics that received repeated attention and developed further theoretical insight into lecturer behaviour in mathematics. The trial has been successful enough to be expanded into further groups that now constitute a professional development culture within our department.

  4. Information technology skills and training needs of health information management professionals in Nigeria: a nationwide study.

    Science.gov (United States)

    Taiwo Adeleke, Ibrahim; Hakeem Lawal, Adedeji; Adetona Adio, Razzaq; Adisa Adebisi, AbdulLateef

    There is a lack of effective health information management systems in Nigeria due to the prevalence of cumbersome paper-based and disjointed health data management systems. This can make informed healthcare decision making difficult. This study examined the information technology (IT) skills, utilisation and training needs of Nigerian health information management professionals. We deployed a cross-sectional structured questionnaire to determine the IT skills and training needs of health information management professionals who have leadership roles in the nation's healthcare information systems (n=374). It was found that ownership of a computer, level of education and age were associated with knowledge and perception of IT. The vast majority of participants (98.8%) acknowledged the importance and relevance of IT in healthcare information systems and many expressed a desire for further IT training, especially in statistical analysis. Despite this, few (8.1 %) worked in settings where such systems operate and there exists an IT skill gap among these professionals which is not compatible with their roles in healthcare information systems. To rectify this anomaly they require continuing professional development education, especially in the areas of health IT. Government intervention in the provision of IT infrastructure in order to put into practice a computerised healthcare information system would therefore be a worthwhile undertaking.

  5. Continuing Education for Department of Defense Health Professionals

    Science.gov (United States)

    2015-11-24

    for provision and tracking of CE. 72,73 In some cases this outsourcing is related to a requirement to simultaneously support CE credits for...specific topics at their annual meetings. These meetings and conferences provide CE and bring together military and civilian health professionals...curriculum.” 115 More recently, Massive Open Online Courses (MOOCs) have been developed. These provide highly scalable forms of online

  6. Medical laboratory professional's perceptions of continuous medical education

    Directory of Open Access Journals (Sweden)

    Asmaa Alyaemni

    2017-01-01

    Conclusion: Most laboratory technicians in our study reported favourable perceptions of CME programmes, feeling that they increased professional confidence and competency. We recommend that core competencies be integrated into credentialing using profession-specific CME in a workplace setting. In addition, MLTs should be involved in designing the programmes as well. Further studies in a multicentre institution are needed to analyse the difference in perception among those who have attended CME and those who have not.

  7. The Current of Continuing Professional Development for Product Designers

    OpenAIRE

    山内, 勉; Yamauchi, Tsutomu

    2010-01-01

    Product Designers are required some skills and knowledge in the product development. Based on my professional career, I presumed three skills, they are, Technical skills, Conceptual skills and Human skills. In this study, I interviewed some Product Designers to make sure what skills are needed in the product development process. It emerged that Product Designers are expected to improve their Conceptual and Human skills besides Technical skills for playing a part at the upper and lower stage o...

  8. 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.

  9. A model of professional training in the peaceful uses of ionizing radiation

    International Nuclear Information System (INIS)

    Gonzalez V, V. Z.

    2008-12-01

    It proposes a training model based on the development of professional skills, on the humanist and socially responsible, which besides being functional to the professional area would also be for the society which it serves. Professional competence is according to M. T. Kane, . . the degree to which an individual is able to use knowledge, aptitudes, attitudes and wisdom associated with their profession, to solve complex problems that are presented in their area of professional activity . The model based on the staff of execution . . continuing attempts to bring as much as possible the world of professional practice and education, while striving to maintain a standardized measurement and evaluation . It should also serve as the pedagogic concepts of the significant learning in which knowledge must be structured and conceptualized information to facilitate their use. The areas in which happens training should be complementary and include the cognitive (knowledge), the psychomotor (skills) and social affective (attitudes). Assessments should also include a written, oral and practical examination. (Author)

  10. ISIS Training Reactor: A Reactor Dedicated to Education and Training for Students and Professionals

    International Nuclear Information System (INIS)

    Foulon, F.

    2014-01-01

    Conclusion: • INSTN strategy: complete theoretical courses by practical courses on the ISIS research reactor. • Training courses integrated both in Academic degree programs and continuing education. • 27 hours of training courses have been developed focusing on the practical and safety aspects of reactor operation. • The Education and Training activity became the main activity of ISIS reactor: 400 trainees/year; 360 hours/year; 40% in English. • Remote access to the Training courses: Internet Reactor Laboratory under development to be started from 2014 to broadcast training courses from ISIS reactor to guest institutions

  11. Education and training of professional industrial hygienists for 2020

    Science.gov (United States)

    Sherwood, R. J.

    1993-01-01

    Four questions are addressed: (1) Are we giving sufficient attention to the professional education of industrial hygienists?; (2) Are we achieving an adequate measure of control of hazards at the workplace?; (3) What is our record of success in this field?; and (4) Do we have clear objectives, both as a profession and as individuals? I discuss some aspects of these but will not attempt to provide answers, hoping thereby to stimulate discussion and to conceal the fact that I do not know the answers myself. I will, however, follow this discussion with a review of the overall need for training in industrial hygiene, and will conclude with some comments about needed changes in the education of future professional industrial hygienists.

  12. Horizontal Learning as a promising strategy for Continuous Professional Development

    DEFF Research Database (Denmark)

    Knudsen, Hans Jørgen; Jukic, Maja; Nielsen, Søren

    2009-01-01

    Rapport i forlængelse af et 3 årigt udviklingsprojekt på Balkan, initieret og finansieret af European Training Foundation (ETF) i Torino. Rapporten beskræftiger sig med hvorledes horisontal læring, hvor deltagerene primært lærer af hinanden, er en velegnet strategi i forbindelse med efteruddannelse...

  13. Measuring the Return on Investment of Nuclear Security Training: The Case of the WINS Academy Professional Society

    International Nuclear Information System (INIS)

    Battistella, B.; Howsley, R.; Johnson, D.

    2015-01-01

    The challenges inherent in managing nuclear and radiological materials are complex and growing; ensuring that such materials remain secure requires competent management supported by ongoing training. The nuclear industry is increasingly becoming aware of the need for nuclear security: numerous dedicated training centres have been established worldwide and the IAEA holds approximately 60 international nuclear security training events annually. International training programmes have been conducted in various fields over decades but assessing their value and having the assurance that these training have had a sustainable impact remain difficult. In the field of nuclear security training, no assessment is being made of the degree to which the investment made is making a difference in building sustainable capacity and capability. This paper aims to discuss a methodology to assess the return on investment of nuclear security training. WINS has established a new professional society called the WINS Academy Alumni, for those individuals who have achieved certification through the WINS Academy. This platform proposes a structure, based on established competency frameworks, through which to measure the return on investment and performance improvement of nuclear security training. The objectives of the WINS Academy society are to stay engaged with certified Alumni, track their continued professional development progress, provide them with additional opportunities, and encourage their continued security competence through recertification. We envision that these certified practitioners will in turn promote certification and continual professional development among their peers to help build a network of security-trained professionals that will lead to meaningful and sustainable changes to security culture worldwide. In the long run (5–10 years), we envision that this group will be at the forefront of new professional requirements for nuclear security competence, with

  14. IAEA regional basic professional training on radiation protection

    International Nuclear Information System (INIS)

    1998-01-01

    This book contains the manuscripts of lectures of the Basic Professional Training Course on Radiation Protection which was organized and prepared on the basis of the standard syllabus put together in accordance with the recommendations of the International Basic safety standards for radiation protection against ionizing radiation and for safety of radiation sources (BSS). The course was intended to meet the educational and initial training requirements of personnel working in this field. The course is aimed at workers of a graduate level who are called on to take up position in the radiation protection field and who might someday become trainers in their home countries and institutions. Papers relevant to INIS are indexed separately

  15. Metabolic Demand and Internal Training Load in Technical-Tactical Training Sessions of Professional Futsal Players.

    Science.gov (United States)

    Wilke, Carolina F; Ramos, Guilherme P; Pacheco, Diogo A S; Santos, Weslley H M; Diniz, Mateus S L; Gonçalves, Gabriela G P; Marins, João C B; Wanner, Samuel P; Silami-Garcia, Emerson

    2016-08-01

    Wilke, CF, Ramos, GP, Pacheco, DAS, Santos, WHM, Diniz, MSL, Gonçalves, GGP, Marins, JCB, Wanner, SP, and Silami-Garcia, E. Metabolic demand and internal training load in technical-tactical training sessions of professional futsal players. J Strength Cond Res 30(8): 2330-2340, 2016-The aim of the study was to characterize aspects of technical-tactical training sessions of a professional futsal team. We addressed 4 specific aims: characterize the metabolic demands and intensity of these training sessions, compare the training intensity among players of different positions, compare the intensity of different futsal-specific activities (4 × 4, 6 × 4, and match simulation), and investigate the association between an objective (training impulse; TRIMP) and a subjective method (session rating of perceived exertion; sRPE) of measuring a player's internal training load. Twelve top-level futsal players performed an incremental exercise to determine their maximal oxygen consumption, maximal heart rate (HRmax), ventilatory threshold (VT), and respiratory compensation point (RCP). Each player's HR and RPE were measured and used to calculate energy expenditure, TRIMP, and sRPE during 37 training sessions over 8 weeks. The average intensity was 74 ± 4% of HRmax, which corresponded to 9.3 kcal·min. The players trained at intensities above the RCP, between the RCP and VT and below the VT for 20 ± 8%, 28 ± 6%, and 51 ± 10% of the session duration, respectively. Wingers, defenders, and pivots exercised at a similar average intensity but with different intensity distributions. No difference in intensity was found between the 3 typical activities. A strong correlation between the average daily TRIMP and sRPE was observed; however, this relationship was significant for only 4 of 12 players, indicating that sRPE is a useful tool for monitoring training loads but that it should be interpreted for each player individually rather than collectively.

  16. The Human Factor: Training and Professional Development as a Policy Tool

    Directory of Open Access Journals (Sweden)

    Lucian CIOLAN

    2014-11-01

    Full Text Available In this paper, we try to make a case for the risky approach of many decision-makers and pol- icy specialists to overuse authority and regula- tion-based tools, while neglecting the ones more focused on human capacity and persuasion. Especially in fields like education, we consider that the human factor should be at the core of any policy mix, and a tool like training and pro- fessional development should gain a more visible and persistent role in policy interventions. Firstly, we try to analyze the distribution of policy tools on the authority-complexity axes. The value we see in the mapping of policy tools is that it can be used for investigating and positioning the activity of a specific governing body or central gover- nance. Thus, a fundamental question remains as to what really influences the choice of policy tools or instruments, as a basis for better understand- ing the rationales behind a specific policy mix. We argue that policy failure could be ex- plained in many cases by the incapacity to ad- dress in a consistent and professional way the human capacities needed for implementation. Thus, training and professional development are, at least, poorly used from the perspective of the potential they have. As an argument, we tried to look at training and professional development in the specific area of teachers in pre-university education in Romania, situating it in the broader context of European policies in lifelong learning and participation of adults in continuing educa- tion and training, but also in the local policy en- vironment. The results of the research led us to the conclusion that educational policies should be among the first in the broader spectrum of public policies valuing and emphasizing learning, through training and professional development of the stakeholders involved in policy change together with adding more value to the Human Factor in educational policies. 

  17. Overcoming institutional challenges through continuous professionalism improvement: the University of Washington experience.

    Science.gov (United States)

    Fryer-Edwards, Kelly; Van Eaton, Erik; Goldstein, Erika A; Kimball, Harry R; Veith, Richard C; Pellegrini, Carlos A; Ramsey, Paul G

    2007-11-01

    The University of Washington (UW) School of Medicine is in the midst of an emerging ecology of professionalism. This initiative builds on prior work focusing on professionalism at the student level and moves toward the complete integration of a culture of professionalism within the UW medical community of including staff, faculty, residents, and students. The platform for initiating professionalism as institutional culture is the Committee on Continuous Professionalism Improvement, established in November 2006. This article reviews three approaches to organizational development used within and outside medicine and highlights features that are useful for enhancing an institutional culture of professionalism: organizational culture, safety culture, and appreciative inquiry. UW Medicine has defined professional development as a continuous process, built on concrete expectations, using mechanisms to facilitate learning from missteps and highlighting strengths. To this end, the school of medicine is working toward improvements in feedback, evaluation, and reward structures at all levels (student, resident, faculty, and staff) as well as creating opportunities for community dialogues on professionalism issues within the institution. Throughout all the Continuous Professionalism Improvement activities, a two-pronged approach to cultivating a culture of professionalism is taken: celebration of excellence and attention to accountability.

  18. Continual training of attentional bias in social anxiety.

    Science.gov (United States)

    Li, Songwei; Tan, Jieqing; Qian, Mingyi; Liu, Xinghua

    2008-08-01

    Using the dot-probe paradigm, it has been shown that high social anxiety is associated with an attentional bias toward negative information. In the present study, individuals with high social anxiety were divided into two groups randomly. One group was the attentional bias training group (Group T), and the other was the control group (Group C). For Group T, 7 days' continuous training of attentional bias was conducted using the dot-probe paradigm to make socially anxious individuals focus more on positive face pictures. The results showed that the training was effective in changing attentional bias in Group T. Scores of the Social Interaction Anxiety Scale (SIAS) in Group T were reduced compared to Group C, while the scores of Social Phobia Scale (SPS) and scores of Negative Evaluation Scale (FNE) showed no difference between the two groups, which suggested a limited reduction of social anxiety.

  19. Course on Radiological Protection and Quality Assurance in Radiology. Tele-education course: A Possible Solution to continued Postgraduate training

    International Nuclear Information System (INIS)

    Alcaraz, M.; Chico, P.; Saura Iniesta, A.; Armero, D.; Vicente, V.

    2004-01-01

    The creation of an interdepartmental project subsidised by the Spanish Ministry of Education has made it possible to create a series of specific didactic materials on Radiological Protection and Quality Assurance in Medical Radiodiagnostic Practices, leading to the publication of a specific manual and practical notebook. As a result, this material now constitutes the working basis for those professionals exposed to ionising radiation who are following the first continuous tele-education training course in Spanish via the Internet on this subject. Interactive multimedia training and tele-education may become one of the alternatives that allow health science professionals to receive continuous training, if adequate content and aims have been established during undergraduate training. (Author) 18 refs

  20. Practice stories in natural resource management continuing professional education: springboards for learning

    DEFF Research Database (Denmark)

    Stummann, Cathy Brown

    2014-01-01

    in supporting professional learning of new concepts. These uses of practice stories are not evident in public natural resource management (NRM) continuing professional education. In light of greater public involvement in NRM practice over the last 20 years, however, the use of practice stories could now...... practice. Feedback from workshop participants suggests that practice stories may be able to support NRM professionals in reflecting on previous experiences, learning from colleague's practice experiences and serving as a springboard for learning by fostering linkages between social science knowledge......The use of stories from professional experience in continuing professional education has been on the rise in many fields, often aimed at bolstering capacity through sharing professional knowledge and/or supporting reflective practice. Practice stories are also suggested to be beneficial...

  1. A longitudınal study on the effect of tailored training and counseling on the professional attitude of nursing students.

    Science.gov (United States)

    Karadağ, Ayise; Hisar, Filiz; Göçmen Baykara, Zehra; Çalışkan, Nurcan; Karabulut, Hatice; Öztürk, Deniz

    2015-01-01

    The development of professional attitudes in nursing students is influenced by their learning experiences (knowledge, skills, and attitudes) and instructors' professional behaviors. Instructors can enhance students' professional attitude by organizing the training environment, being a role model, and providing counseling. This study was conducted as a tailoring intervention study over 4 years (2010-2013) examining 73 nursing students (34 intervention, 39 control) to determine the effect of training and counseling on nursing students' professional attitudes. Data were collected utilizing the Introductory Characteristics Form and the Instrument of Professional Attitude for Student Nurses. Intervention group students were provided training and counseling complementing their current education to develop their professional attitudes. Controls proceeded with their current education. Instrument for Professional Attitude for Student Nurses posttest scores of the intervention group were significantly higher than those of control group students. Furthermore, intervention group scores on all subscales other than "competence and continuous education" significantly increased after training. Controls showed no growth in professional attitudes, other than in "contribution to scientific knowledge." The training and counseling program had a positive influence on the professional attitudes of nursing students. Thus, providing tailored training and counseling associated to professionalism throughout the educational process at schools providing nursing training is recommended. Copyright © 2015 Elsevier Inc. All rights reserved.

  2. Recruitment of rural healthcare professionals for live continuing education

    OpenAIRE

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

    2015-01-01

    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 sequentia...

  3. Understanding the Construction of Personal Learning Networks to Support Non-Formal Workplace Learning of Training Professionals

    Science.gov (United States)

    Manning, Christin

    2013-01-01

    Workers in the 21st century workplace are faced with rapid and constant developments that place a heavy demand on them to continually learn beyond what the Human Resources and Training groups can meet. As a consequence, professionals must rely on non-formal learning approaches through the development of a personal learning network to keep…

  4. Evaluation of a Continuing Professional Development program for first year student pharmacists undergoing an Introductory Pharmacy Practice Experience

    Directory of Open Access Journals (Sweden)

    Toyin Tofade

    2011-01-01

    Full Text Available Objectives: The purpose of the study was to evaluate a live and online training program for first year pharmacy students in implementing Continuing Professional Development (CPD principles (Reflect, Plan, Act, and Evaluate, writing SMART learning objectives, and documenting learning activities prior to and during a hospital introductory professional practice experience. Design: Cohort Study. Setting: Introductory professional practice experience. Participants: First year (PY1 students at the University of North Carolina Eshelman School of Pharmacy. Intervention: Live training or online training to introduce the concept of Continuing Professional Development in practice. Main Outcomes: Implementation of CPD principles through 1 completed pre-rotation education action plans with specific, measurable, achievable, relevant and time-bound (SMART learning objectives; and 2 completed learning activity worksheets post-rotation indicating stimuli for learning, resources used and accomplished learning. objectives; and 3 documented suggestions and content feedback for future lectures and pharmaceutical care lab experiences. Results:Out of the whole cohort (N=154, 14 (87.5% live (in person trainees and 122 (88% online trainees submitted an education action plan. Objectives were scored using a rubric on a scale of 1-5. A rating of 5 means "satisfactory", 3 means "work in progress" and 1 means "unacceptable". There were significant differences between the mean live trainee scores and the mean online trainee scores for the following respective section comparisons: Specific 4.7 versus 3.29 (p Conclusion: Live trainees performed significantly better than online trainees in writing SMART learning objectives. With focused training, students are more capable of implementing principles of CPD.   Type: Original Research

  5. Expectations and perceptions of primary healthcare professionals regarding their own continuous education in Catalonia (Spain): a qualitative study.

    Science.gov (United States)

    Mundet-Tuduri, Xavier; Crespo, Ramon; Fernandez-Coll, Ma Luisa; Saumell, Montserrat; Millan-Mata, Flor; Cardona, Àngels; Codern-Bové, Núria

    2017-11-15

    The planning and execution of continuous education in an organization that provides health services is a complex process. The objectives, learning sequences, and implementation strategies should all be oriented to improving the health of the population. The aim of this study was to analyse the expectations and perceptions of continuous educations by primary healthcare professionals (physicians and nurses) and identify aspects that hinder or encourage the process. A qualitative study with 5 focus groups made up of 25 primary healthcare professionals from the Catalan Health Institute, Barcelona (Catalonia, Spain). The focus groups were audio-recorded and the results transcribed. The analysis involved: a) Reading of the data looking for meanings b) Coding of the data by themes and extracting categories c) Reviewing and refining codes and categories d) Reconstruction of the data providing an explanatory framework for the meanings e) Discussion about the interpretations of the findings and f) Discussed with relevant professionals from PHC (physicians and nurses)"Data regarding thematic content were analyzed with the support of Atlasti 5.1 software. The health needs of the population were often at the core of the learning processes but the participants' views did not always spontaneously refer to improvements in these issues. Common themes that could hinder learning and where identified, including contextual aspects such as work constraints (timetables, places being covered during training) and funding policies. New learning strategies to improve the effectiveness of continuous education were proposed such as the exchange of knowledge, the activation of personal commitment to change, and the improvement of organizational aspects. The primary healthcare professionals in our study viewed continuous education as a professional necessity and would like to translate the knowledge acquired to improving the health of the population. Nevertheless, professional, structural, and

  6. Knowledge and skills needed to improve as preceptor: development of a continuous professional development course - a qualitative study part I.

    Science.gov (United States)

    Bengtsson, Mariette; Carlson, Elisabeth

    2015-01-01

    Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors' requests and educational needs when developing a continuous professional development course on an advanced level. This study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard's description of the method. The participating preceptors illuminated two main themes: 'Tools for effective precepting of students and healthcare professionals' and 'in-depth knowledge and understanding of preceptorship in an academic setting'. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship. Using the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by

  7. Communication partner training for health care professionals in an inpatient rehabilitation setting: A parallel randomised trial.

    Science.gov (United States)

    Heard, Renee; O'Halloran, Robyn; McKinley, Kathryn

    2017-06-01

    The purpose of this study is to determine if the E-Learning Plus communication partner training (CPT) programme is as effective as the Supported Conversation for Adults with Aphasia (SCA TM ) CPT programme in improving healthcare professionals' confidence and knowledge communicating with patients with aphasia. Forty-eight healthcare professionals working in inpatient rehabilitation participated. Participants were randomised to one of the CPT programmes. The three outcome measures were self-rating of confidence, self-rating of knowledge and a test of knowledge of aphasia. Measures were taken pre-, immediately post- and 3-4 months post-training. Data were analysed using mixed between within ANOVAs. Homogeneity of variance was adequate for self-rating of confidence and test of knowledge of aphasia data to continue analysis. There was a statistically significant difference in self-rating of confidence and knowledge of aphasia for both interventions across time. No statistically significant difference was found between the two interventions. Both CPT interventions were associated with an increase in health care professionals' confidence and knowledge of aphasia, but neither programme was superior. As the E-Learning Plus CPT programme is more accessible and sustainable in the Australian healthcare context, further work will continue on this CPT programme.

  8. Principles for Further Education in Professional Communication: Continuing Education or Postgraduate Degrees?

    Science.gov (United States)

    Withnall, Janice; Harris, Rebecca

    1998-01-01

    Presents preliminary findings about practitioners' attitudes to postgraduate education in journalism and public relations. Discusses implications for university education, vocational specialization and continuing professional development in light of current debates on professionalization, the tertiary education sector, and the nature of knowledge…

  9. Patterns of Learning in the Accountancy Profession under an Output-Based Continuing Professional Development Scheme

    Science.gov (United States)

    Lindsay, Hilary

    2012-01-01

    Since 2004, professional accountancy bodies in membership of the International Federation of Accountants (IFAC) have been required to adopt mandatory continuing professional development (CPD) schemes. This research explores the learning activities of members of the Institute of Chartered Accountants in England and Wales (ICAEW) which introduced an…

  10. A Framework for Assessing Continuing Professional Development Activities for Satisfying Pharmacy Revalidation Requirements

    Science.gov (United States)

    Donyai, Parastou; Alexander, Angela M.; Denicolo, Pam M.

    2013-01-01

    Introduction: The United Kingdom's pharmacy regulator contemplated using continuing professional development (CPD) in pharmacy revalidation in 2009, simultaneously asking pharmacy professionals to demonstrate the value of their CPD by showing its relevance and impact. The idea of linking new CPD requirements with revalidation was yet to be…

  11. Malaysian private general practitioners’ views and experiences on continuous professional development: A qualitative study

    Directory of Open Access Journals (Sweden)

    Norlehan Abdul Samad

    2014-08-01

    Full Text Available Continuous professional development (CPD is an important aspect of a medical practitioner’s career. Aiming to be at par with other developed countries for high quality of professional practice, Malaysia is planning to implement compulsory CPD for the doctors.

  12. Cultural Influences on the Professions in European Union Countries and Their Implications for Continuing Professional Development.

    Science.gov (United States)

    Hughes, Anna; Thomas, Edward

    1996-01-01

    Although the European Union encourages professional mobility, the practice of continuing professional development (CPD) in pharmacy and law in various countries shows that cultural differences may hinder cross-border mobility. It is also surprising that universities are relatively little involved in CPD. (SK)

  13. A Faculty Development Program for Change and Growth. [and] Leadership Institute for Continuing Professional Education.

    Science.gov (United States)

    Wheeler, Daniel W.; Queeney, Donna S.

    1993-01-01

    The purpose of the Nebraska University Program for Renewal of Faculty is to foster systematic, planned change benefiting the individual and the institution. Penn State and Harvard Universities initiated the Leadership Institute for Continuing Professional Education to enable participants to discuss issues common to professional continuing…

  14. Continuing Professional Development in the Accounting Profession: Practices and Perceptions from the Asia Pacific Region

    Science.gov (United States)

    De Lange, Paul; Jackling, Beverley; Suwardy, Themin

    2015-01-01

    Drawing on research in the sociology of professions as a reference point, this study examines the practices and perceptions of professional accountants towards the requirements of IES7 on continuing professional development (CPD). Responses from 1310 accountants in the Asia Pacific region suggest while increasing globalisation has led to more…

  15. Partnerships for Knowledge Translation and Exchange in the Context of Continuing Professional Development

    Science.gov (United States)

    Legare, France; Borduas, Francine; MacLeod, Tanya; Sketris, Ingrid; Campbell, Barbara; Jacques, Andre

    2011-01-01

    Continuing professional development (CPD) is an important vehicle for knowledge translation (KT); however, selecting CPD strategies that will impact health professionals' behavior and improve patient outcomes is complex. In response, we, KT researchers and CPD knowledge users, have recently formed a partnership known as the National Network for…

  16. Business as Usual? A Review of Continuing Professional Education and Adult Learning

    Science.gov (United States)

    Wittnebel, Leo

    2012-01-01

    The commodification of education in all forms has created a lucrative trade, particularly within the realm of continuing professional education. Mandated across a wide spectrum of industries, and particularly salient in healthcare due to rapid advances in medicine and technology, professional education is said to be the vehicle that keeps…

  17. Continuing professional education: Status, trends, and issues related to electronic delivery

    Science.gov (United States)

    Rothenberg, D.

    1975-01-01

    Four professional groups, teachers, doctors, lawyers, and engineers were examined to determine if they constitute a potential market for continuing professional education via large scale electronic technology. Data were collected in view of social and economic forces, such as mandatory periodic relicensure, additional course requirements for certification, or the economic health of supporting industries.

  18. Strategies for continuing professional development among younger, middle-aged, and older nurses: a biographical approach.

    Science.gov (United States)

    Pool, Inge A; Poell, Rob F; Berings, Marjolein G M C; ten Cate, Olle

    2015-05-01

    A nursing career can last for more than 40 years, during which continuing professional development is essential. Nurses participate in a variety of learning activities that correspond with their developmental motives. Lifespan psychology shows that work-related motives change with age, leading to the expectation that motives for continuing professional development also change. Nevertheless, little is known about nurses' continuing professional development strategies in different age groups. To explore continuing professional development strategies among younger, middle-aged, and older nurses. A qualitative study using semi-structured interviews, from a biographical perspective. Data were analysed using a vertical process aimed at creating individual learning biographies, and a horizontal process directed at discovering differences and similarities between age groups. Twenty-one nurses in three age groups from general and academic hospitals in the Netherlands. In all age groups, daily work was an important trigger for professional development on the ward. Performing extra or new tasks appeared to be an additional trigger for undertaking learning activities external to the ward. Learning experiences in nurses' private lives also contributed to their continuing professional development. Besides these similarities, the data revealed differences in career stages and private lives, which appeared to be related to differences in continuing professional development strategy; 'gaining experience and building a career' held particularly true among younger nurses, 'work-life balance' and 'keeping work interesting and varied' to middle-aged nurses, and 'consistency at work' to older nurses. Professional development strategies can aim at performing daily patient care, extra tasks and other roles. Age differences in these strategies appear to relate to tenure, perspectives on the future, and situations at home. These insights could help hospitals to orientate continuing

  19. Communities of practice: A means to support occupational therapists’ continuing professional development. A literature review

    NARCIS (Netherlands)

    Barry, Margot; Kuijer-Siebelink, Wietske; Nieuwenhuis, Loek; Scherpbier-de Haan, Nynke

    2018-01-01

    Background: This literature review investigates what research reports about the contribution that communities of practice (CoPs) can make in the continuing professional development (CPD) of qualified occupational therapists. Methods: Academic databases (CINAHL, MEDLINE and ERIC) were searched

  20. Developing Continuing Professional Education in the Health and Medical Professions through Collaboration

    Science.gov (United States)

    Tisdell, Elizabeth J.; Wojnar, Margaret; Sinz, Elizabeth

    2016-01-01

    This chapter focuses on how to negotiate power and interest among multiple stakeholders to develop continuing professional education programs as graduate study for those in the health and medical professions.

  1. [Technology is changing: is the continuing professional development also changing?].

    Science.gov (United States)

    De Fiore, Luca

    2012-01-01

    This paper considers the impact of the new information environment on the scientific communication. Reading behavior changes: today, we browse, scan, watch, receive an impression of something. The new reading habits are not simply determined by the new tools; they are rather influenced by the need to produce and share data and information, using personalized and mobile devices. Also the content formats change: researchers, clinicians, and nurses produce texts, figures, tables, photos, videos, tweets, blog posts and they share them to readers that have to collect, appraise, recombine and - most importantly - contextualize the information. This "continuous partial production" is consistent with a "continuous partial utilization" of data; this is a risk, but it is also an opportunity. On the one side, we risk a self-referential, individualized learning process; on the other side, we can enjoy the extraordinary chance to build a "shared learning environment", able to give a comprehensive solution to the challenges experienced by the health systems. Medical journals survive as valuable media to organize data and information; the new social web tools should support the traditional publishing patterns, to enhance the sharing of information, to help the appraisal of data, and to move forward new communities of learners.

  2. Building professional capacity in ITS : guidelines for designing an individualized training and education plan

    Science.gov (United States)

    1999-04-01

    This document presents a guide for educating and training transportation professionals on skills for Intelligent Transportation Systems (ITS). It identifies twenty ideal roles that professionals play in ITS and ITS competencies A curriculum is then p...

  3. Using longitudinal mixed methods to study the development of professional behaviours during pharmacy work-based training.

    Science.gov (United States)

    Jee, Samuel D; Schafheutle, Ellen I; Noyce, Peter R

    2017-05-01

    Recent longitudinal investigations of professional socialisation and development of professional behaviours during work-based training are lacking. Using longitudinal mixed methods, this study aimed to explore the development of professional behaviours during a year of intensive work-based (pre-registration) training in pharmacy. Twenty trainee pharmacists and their tutors completed semi-structured interview and professional behaviour questionnaires at four time points during 2011/2012: months 1, 4 and 9 during training and 4 months after registration; tutors participated in months 1 and 9. Interviews were analysed thematically using template analysis, and questionnaires were analysed using ANOVA and t-tests. Self-assessed (trainee) and tutor ratings of all elements of professional behaviours measured in questionnaires (appearance, interpersonal/social skills, responsibility, communication skills) increased significantly from the start of pre-registration training to post-registration. Some elements, for example, communication skills, showed more change over time compared with others, such as appearance, and continued to improve post-registration. Qualitative findings highlighted the changing roles of trainees and learning experiences that appeared to facilitate the development of professional behaviours. Trainees' colleagues, and particularly tutors, played an essential part in trainees' development through offering support and role modelling. Trainees noted that they would have benefited from more responsibilities during training to ease the transition into practising as a responsible pharmacist. Longitudinal mixed methods can unpack the way in which professional behaviours develop during work-based training and allow researchers to examine changes in the demonstration of professional behaviours and how they occur. Identifying areas less prone to change allows for more focus to be given to supporting trainees in areas where there is a development need, such as

  4. In-season training periodization of professional soccer players

    Directory of Open Access Journals (Sweden)

    A Los Arcos

    2017-04-01

    Full Text Available The aim of this study was to quantify the seasonal perceived respiratory and muscular training loads (i.e., sRPEres-TL and sRPEmus-TL completed by elite-oriented young professional soccer players. Twentyfour players (20.3 ± 2.0 years belonging to the same reserve team of a Spanish La Liga club participated in this study. Only the players that were available to train for a whole week with the team and also to play the weekly game were considered: Starters, players that participated in the match for at least 45 min and Non- Starters, players that did not participate or played less than 45 minutes in the match. The competitive period was analysed after the division into 5x6-8 week blocks and 35x1 week microcycles. Data were also analysed with respect to number of days before the immediate match. Weekly TL variation across the in-season blocks was trivial-small for both groups except between Block 2 and Block 3 (ES= moderate. Substantial TL differences (ES= small–very likely were found between training days, the TL pattern being a progressive increase up to MD-3 followed by a decrease until MD-1. Except for the match, sRPEres-/sRPEmus-TL was very similar between Starters and Non-Starters. In summary, perceived TL across the season displayed limited variation. Coaches periodized training contents to attain the highest weekly TL 72 hours before the match to progressively unload the players between MD-3 and the match day. The data revealed that the TL arising from the weekly game was solely responsible for the observed higher weekly TL of Starters in comparison with Non-Starters.

  5. Remote Sensing:From Trained Professionals to General Public

    Directory of Open Access Journals (Sweden)

    SHAN Jie

    2017-10-01

    Full Text Available Influenced by the growing popularity of smart phones and the rapid development of open science, remote sensing is being developed and applied more by general public than by trained professionals. This trend is mainly embodied in the democratized data collection, democratized data processing and democratized data usage. This paper discusses and analyzes the three aforementioned characteristics, introduces some recent representative work and progress. It also lists numerous international open data processing tools, including photogrammetry processing, laser scanning processing, machine learning, and spatial information management. In addition, the article makes a detailed description of the benefits of open data, and lists a number of global data programs and experimental data sets for scientific research. At the end of this paper, it is pointed out that the democratization of remote sensing will not only produce great economic benefits, but also bring about great social benefits, and finally change the landscape of industry and the life style of people.

  6. Nurses' and managers' perceptions of continuing professional development for older and younger nurses : A focus group study

    NARCIS (Netherlands)

    Pool, I.A.; Poell, R.F.; Ten Cate, O.

    2013-01-01

    Background Continuing professional development of nurses is increasingly necessary to keep abreast of rapid changes in nursing care. Concurrently, the nursing workforce is growing older. Therefore, future strategies for continuing professional development should be directed at both younger and older

  7. 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 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.

  8. Formação continuada de professores da educação profissional - Continuing education teacher education professional

    Directory of Open Access Journals (Sweden)

    Ana Sara Castaman

    2015-10-01

    Full Text Available Resumo O artigo relata uma experiência de formação pedagógica realizada em 2012 com docentes da educação profissional de uma instituição federal. Os dados empíricos foram coletados por meio de relatos dos participantes durante o curso e enfocam a importância da formação continuada para docentes que não tiveram formação pedagógica em seus cursos superiores, bem como a contribuição para o processo ensino e aprendizagem. Conclui-se que a formação continuada contribuiu para reflexões colaborativas entre os docentes e no seu fazer cotidiano. Palavras-chave: formação continuada de professores, processo ensino e aprendizagem, educação profissional. CONTINUING EDUCATION TEACHER EDUCATION PROFESSIONAL Abstract The paper reports an experience of teacher training held in 2012 with teachers of vocational education in a federal institution. The empirical data in this article were collected through accounts of the participants during the course and focus on the importance of continuing education for teachers who have not had training in teaching their courses and higher contribution to the teaching and learning process. Concludes-if that the continued formation contributed to reflections collaborative among faculty and on your to do quotidian. Key-words: continuing education for teachers, process teaching and learning, professional education.

  9. 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.

  10. Assessment and Management of Professionalism Issues in Pathology Residency Training

    Directory of Open Access Journals (Sweden)

    Ronald E. Domen MD

    2015-07-01

    Full Text Available Professionalism issues are common in residency training and can be very difficult to recognize and manage. Almost one-third of the milestones for pathology recently instituted by the Accreditation Council for Graduate Medical Education encompass aspects of professionalism. Program directors are often unsure of how and when to remediate residents for unprofessional behavior. We used a case-based educational approach in a workshop setting to assist program directors in the management of unprofessional behavior in residents. Eight case scenarios highlighting various aspects of unprofessional behavior by pathology residents were developed and presented in an open workshop forum at the annual pathology program director’s meeting. Prior to the workshop, 2 surveys were conducted: (1 to collect data on program directors’ experience with identifying, assessing, and managing unprofessional behavior in their residents and (2 to get feedback from workshop registrants on how they would manage each of the 8 case scenarios. A wide range of unprofessional behaviors have been observed by pathology program directors. Although there is occasionally general agreement on how to manage specific behaviors, there remains wide variation in how to manage many of the presented unprofessional behaviors. Remediation for unprofessional behavior in pathology residents remains a difficult and challenging process. Additional education and research in this area are warranted.

  11. INNOVATIVE TENDENCIES OF FUTURE MUSIC TEACHERS’ SINGING TRAINING IN THE PROCESS OF PROFESSIONAL TRAINING

    Directory of Open Access Journals (Sweden)

    Si Daofen

    2017-04-01

    Full Text Available In the article the innovative tendencies of singing training of Art institutes students at pedagogical universities is presented. The issue introduced in the article is relevant as processes of modernization of higher art and pedagogical education require implementing new scientific approaches and innovative technologies into future music teachers’ training to ensure the comprehensive development of a young generation in modern conditions. So the aim of the article is to disclose the main features of implementing innovative technologies into future music teachers’ training. The analysis of pedagogical and psychological literature shows that the main features of methodological training to work with schoolchildren are the following: mastering professional knowledge, taking into account characteristics of adults’ and children’s phonation; considering aesthetical and value qualities of vocal sound according to modern standards of singers’ training; comprehensive development of vocal, melodic and harmonic hearing; an ability to get schoolchildren’s correct vocal sound; developing skills of methodological analysis of singing process. Due to analysis of scientific works by V. Antoniuk, N. Hrebeniuk, V. Morozov it is reported that efficiency of students and singers’ performance depends on their readiness to make independent decisions in practical creative and performing process, that is a general tendency in the singing training. That’s why one of the main objectives of future music teacher training to performing activities during the years of study is thought to be developing singers’ independence. Among the most effective innovative technologies of future music teachers’ singing training the author proposes technologies of vocal and choral performance by V. Yemelianova, V. Morozova, H. Struve. It is proved that none of innovative concepts, discussed in the article, cannot be mechanically implemented in current national conditions

  12. Continuing Training in Firms and Trainer Development in Italy.

    Science.gov (United States)

    Villa, Paola; Marchetti, Aldo

    In Italy, all responsibility for vocational training has been delegated to the regions. At the regional level, three types of training are available: training for work, on-the-job training, and training under special state legislation. No obligation is placed on employers to train the work force. Most worker training is informal and conducted…

  13. Evaluation of multi-professional obstetric skills training for postpartum hemorrhage

    DEFF Research Database (Denmark)

    Markova, Veronika; Sørensen, Jette Led; Holm, Charlotte

    2012-01-01

    To evaluate the effect of multi-professional obstetric skills training on the incidence of postpartum hemorrhage (PPH) indicated by red blood cell (RBC) transfusion and time delay in surgical interventions before, during, and after implementation of the training.......To evaluate the effect of multi-professional obstetric skills training on the incidence of postpartum hemorrhage (PPH) indicated by red blood cell (RBC) transfusion and time delay in surgical interventions before, during, and after implementation of the training....

  14. INTERNSHIP ROLES IN TRAINING AND PROFESSIONAL DEVELOPEMENT OF STUDENTS

    Directory of Open Access Journals (Sweden)

    Munteanu Anca-Ioana

    2012-07-01

    Full Text Available Romanian specialist`s studies show a harsh reality: Romanian universities programs have only theoretical value, creating specialists but not for real life, but for a more abstract environment. Our university graduates are doing very well in a stable economic and institutional environment that offers relatively easy material and financial resources, with a set of skills and professional skills which fail to meet harsh reality of the labor market. An effective solution for professional skills development is the accumulation of work experience during college in the environment and on the job we have in view by following an internship program. As a form of practical education through work, internship meets young people, particularly students keen to gain experience through practical work in a job within a company or institution chosen, giving them the opportunity to translate theoretical knowledge into practice and to develop skills and experience of labor market activities that waits for them. This paper is an original applied research conducted in the West University of Timisoara, Faculty of Economics and Business Administration. It aims to identify whether there is a need for specialization Management students to acquire work experience before graduating, to what extent they are able to assess their skills and work in a company and especially the role of internship programs in professional and personal development of students. The results show that participation in an internship program is beneficial not only for students but also for employers. Leading to increased competences and to training and professional skills and personal development, internship becomes a more attractive alternative for young people because it gives them the opportunity to be “a ringer" of an employee on the position you have in view. Without being employed, students can gain practical experience in a certain position they sought in a company or institution on the

  15. Continuing professional development across the nursing career : A lifespan perspective on CPD motives and learning activities

    NARCIS (Netherlands)

    Pool, I.A.

    2015-01-01

    There is a growing consensus that pre-registration nursing education is just the start of learning that continues throughout a nursing career. Within the context of rapidly changing patient care continuing professional development (CPD) is crucial. The increased emphasis on CPD coincides with an

  16. 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

  17. Training and Accreditation for Radon Professionals in Sweden

    International Nuclear Information System (INIS)

    Soderman, A. L.

    2003-01-01

    Radon training courses and seminars of different kinds have been arranged in Sweden since the early 1980s. A commercial educational company initiated the first regular training courses in 1987. Up to 1990 about 400 persons had attended courses in radon measurement and radon mitigation methods. In 1991 the first in a series of courses focussed on radon from the ground and production of radon risk maps organised. From 1991 it has been possible to obtain accreditation for measurements of indoor radon in Sweden and from 1997 also for measurements of radon in water. Even if accreditation s is voluntary, in Sweden accredited laboratories perform most measurements, both for indoor air and water. A condition for accreditation in to have passed the examination following the training courses at SSI, SO far, three major companies have obtained accreditation for measurement of indoor radon and four have been accredited for measurements of radon in water. Education on radon is also given at universities and institutes of technology. A two-day course is included in the education for environmental health officers. A number of training courses aimed at real state agents have been organised by SSI through the years. During the autumn of 2001 altogether 400 authorised real estate agents attended a series of regional half-day courses. In 1995 SSI arranged an international training course, Radon Indoor Risk and Remedial Actions, in Stockholm for the European commission. About 40 scientists from all over Europe attended the course, which much appreciated by the participants. Today SSI's Radon Training Programme comprises five different courses, a Basic radon Course and four continuation courses: Radon measurements, Radon remedial measures, Radon in water and Radon investigation and risk map production. The courses are arranged twice a year, in spring and autumn, except the Radon risk map production course, which is arranged about every second year. Altogether, between 1991 and 2003

  18. A worldview of the professional experiences and training needs of pediatric psycho-oncologists

    Science.gov (United States)

    Oppenheim, Daniel; Breyer, Joanna; Battles, Haven; Zadeh, Sima; Patenaude, Andrea Farkas

    2012-01-01

    BACKGROUND Thirty years after the origin of the field of psycho-oncology, limited data exist about the work practices of professionals providing psychosocial care to children with cancer and their families. METHOD A survey was designed to assess training, work environment, theoretical orientation, services provided, sub-specialty areas or areas of special interest, satisfactions, challenges and continuing education needs of pediatric psycho-oncologists. Members of national and international psycho-oncology organizations were invited to participate in the web-based survey. RESULTS 786 professionals from 63 countries responded. The sample consisted mostly of psychologists (41%), physicians (20%), and social workers (14%). Approximately half of the participants worked in a designated psycho-oncology unit. Psychologists and social workers provided the majority of psychosocial services. Individual sessions with parents were most common (42%), followed by sessions with children (41%), survivors (36%), families (31%) and siblings (25%). Therapies provided include CBT (50%), relaxation (43%), psychodynamic psychotherapy (27%), play therapy (26%), and imagery (23%). Two-thirds report having appropriate supervision; 37% conduct research; only half feel their salary is appropriate. Differences in therapeutic modalities were found by country. Clinicians desire training on clinical interventions, improving communication with medical staff, research and ethics. CONCLUSIONS An international cohort of clinicians providing pediatric psycho-oncology services perform a wide variety of tasks, use a range of therapeutic approaches and report considerable work satisfaction. Problem areas include professional inter-relations, inadequate supervision and needs for additional, specialized training. Opportunity exists for global collaboration in pediatric psycho-oncology research and practices to enhance clinical effectiveness and reduce professional isolation. PMID:22461180

  19. A worldview of the professional experiences and training needs of pediatric psycho-oncologists.

    Science.gov (United States)

    Wiener, Lori; Oppenheim, Daniel; Breyer, Joanna; Battles, Haven; Zadeh, Sima; Patenaude, Andrea Farkas

    2012-09-01

    Thirty years after the origin of the field of psycho-oncology, limited data exist about the work practices of professionals providing psychosocial care to children with cancer and their families. A survey was designed to assess training, work environment, theoretical orientation, services provided, subspecialty areas or areas of special interest, satisfactions, challenges, and continuing education needs of pediatric psycho-oncologists. Members of national and international psycho-oncology organizations were invited to participate in the web-based survey. Seven hundred eighty-six professionals from 63 countries responded. The sample consisted mostly of psychologists (41%), physicians (20%), and social workers (14%). Approximately half of the participants worked in a designated psycho-oncology unit. Psychologists and social workers provided the majority of psychosocial services. Individual sessions with parents were most common (42%), followed by sessions with children (41%), survivors (36%), families (31%), and siblings (25%). Therapies provided include cognitive behavioral therapy (50%), relaxation (43%), psychodynamic psychotherapy (27%), play therapy (26%), and imagery (23%). Two-thirds reported having appropriate supervision, 37% were conducting research, and only half felt their salary was appropriate. Differences in therapeutic modalities were found by country. Clinicians desire training on clinical interventions, improving communication with medical staff, research, and ethics. An international cohort of clinicians providing pediatric psycho-oncology services perform a wide variety of tasks, use a range of therapeutic approaches, and report considerable work satisfaction. Problem areas include professional inter-relations, inadequate supervision, and need for additional specialized training. Opportunity exists for global collaboration in pediatric psycho-oncology research and practices to enhance clinical effectiveness and reduce professional isolation

  20. Monitoring Training Loads in Professional Basketball Players Engaged in a Periodized Training Program.

    Science.gov (United States)

    Aoki, Marcelo S; Ronda, Lorena T; Marcelino, Pablo R; Drago, Gustavo; Carling, Chris; Bradley, Paul S; Moreira, Alexandre

    2017-02-01

    Aoki, MS, Ronda, LT, Marcelino, PR, Drago, G, Carling, C, Bradley, PS, and Moreira, A. Monitoring training loads in professional basketball players engaged in a periodized training program. J Strength Cond Res 31(2): 348-358, 2017-The aim of this study was to investigate the dynamics of external training load (eTL) and internal training load (iTL) during seasonal periods, and examine the effect of a periodized training program on physical performance in professional basketball players. Repeated measures for 9 players (28 ± 6 years; 199 ± 8 cm; 101 ± 12 kg) were collected from 45 training sessions, over a 6-week preseason phase and a 5-week in-season phase. Physical tests were conducted at baseline (T1), week 4 (T2), and week 9 (T3). Differences in means are presented as % ± confident limits. A very likely difference was observed during in-season compared with preseason for the eTL variables (measured by multivariable monitoring device), mechanical load (13.5 ± 8.8) and peak acceleration (11.0 ± 11.2), respectively. Regarding iTL responses, a very large decrement in TRIMP (most likely difference, -20.6 ± 3.8) and in session rating of perceived exertion training load (very likely difference, -14.2 ± 9.0) was detected from preseason to in-season. Physical performance improved from T1 to T3 for Yo-Yo intermittent recovery test 1 (62.2 ± 34.3, effect size [ES] > 1.2); countermovement jump (8.8 ± 6.1, ES > 0.6); and squat jump (14.8 ± 10.2, ES > 0.8). Heart rate (HR; %HRpeak) exercise responses during a submaximal running test decreased from T1 to T3 (3.2 ± 4.3, ES 1.2). These results provide valuable information to coaches about training loads and physical performance across different seasonal periods. The data demonstrate that both eTL and iTL measures should be monitored in association with physical tests, to provide a comprehensive understanding of the training process.

  1. Integrating Quality Improvement and Continuing Professional Development: A Model From the Mental Health Care System.

    Science.gov (United States)

    Sockalingam, Sanjeev; Tehrani, Hedieh; Lin, Elizabeth; Lieff, Susan; Harris, Ilene; Soklaridis, Sophie

    2016-04-01

    To explore the perspectives of leaders in psychiatry and continuing professional development (CPD) regarding the relationship, opportunities, and challenges in integrating quality improvement (QI) and CPD. In 2013-2014, the authors interviewed 18 participants in Canada: 10 psychiatrists-in-chief, 6 CPD leaders in psychiatry, and 2 individuals with experience integrating these domains in psychiatry who were identified through snowball sampling. Questions were designed to identify participants' perspectives about the definition, relationship, and integration of QI and CPD in psychiatry. Interviews were recorded and transcribed. An iterative, inductive method was used to thematically analyze the transcripts. To ensure the rigor of the analysis, the authors performed member checking and sampling until theoretical saturation was achieved. Participants defined QI as a concept measured at the individual, hospital, and health care system levels and CPD as a concept measured predominantly at the individual and hospital levels. Four themes related to the relationship between QI and CPD were identified: challenges with QI training, adoption of QI into the mental health care system, implementation of QI in CPD, and practice improvement outcomes. Despite participants describing QI and CPD as mutually beneficial, they expressed uncertainty about the appropriateness of aligning these domains within a mental health care context because of the identified challenges. This study identified challenges with aligning QI and CPD in psychiatry and yielded a framework to inform future integration efforts. Further research is needed to determine the generalizability of this framework to other specialties and health care professions.

  2. Effective didactic skills training for teachers in continuing medical education

    International Nuclear Information System (INIS)

    Hofer, M.; Abanador, N.; Moedder, U.

    2005-01-01

    Purpose: To develop, test, evaluate and implement effective state-of-the-art teacher training in didactic skills and methods. The training concept should be designed and beneficial for medical teachers' postgraduate medical education (CME). Materials and methods: A 5-day workshop with 12 theoretical and 9 'hands-on' modules was designed and stepwise improved, according to the trainees' feedback. All trainees were trained in small groups (6 to 10 participants per workshop). The workshops consisted of mini-lectures, repeated micro teaching exercises and video-supported feedback concerning the following key-competencies: Communication of goals; methods to trigger interactivity; design of slides in power point presentations; effective feedback-techniques; and use of media, time-management, skills teaching, assessment methods (e.g. OSCE and others), evaluation and general presentation skills. The evaluation was based on two components: (A) trainees' scores in two objective structured teaching exercises (OSTEs) at the beginning and end of workshop, with the ratings of 15 to 20 external observers checked for significant trends (Pearson's X 2 test) in 17 givencriteria for high teaching effectiveness; (B) the trainees rated 20 teaching competencies in a retrospective 'pre-post-analysis' (self-assessment questionnaire) at the end of each workshop and after 6 to 12 months later. Results: The results revealed highly significant (p<0.01) improvements in 13 of 16 OSTE-criteria and in 12 of 13 items of the pre-post-analysis, predominantly estimated to be 'persistent'. Overall, trainees' feedback has been highly encouraging to continue and broaden the program. The discussion covers potential factors for the training success as well as pitfalls and the controversial issue of fees. (orig.)

  3. The sustainability of improvements from continuing professional development in pharmacy practice and learning behaviors.

    Science.gov (United States)

    McConnell, Karen J; Delate, Thomas; Newlon, Carey L

    2015-04-25

    To assess the long-term sustainability of continuing professional development (CPD) training in pharmacy practice and learning behaviors. This was a 3-year posttrial survey of pharmacists who had participated in an unblinded randomized controlled trial of CPD. The online survey assessed participants' perceptions of pharmacy practice, learning behaviors, and sustainability of CPD. Differences between groups on the posttrial survey responses and changes from the trial's follow-up survey to the posttrial survey responses within the intervention group were compared. Of the 91 pharmacists who completed the original trial, 72 (79%) participated in the sustainability survey. Compared to control participants, a higher percentage of intervention participants reported in the sustainability survey that they had utilized the CPD concept (45.7% vs 8.1%) and identified personal learning objectives (68.6% vs 43.2%) during the previous year. Compared to their follow-up survey responses, lower percentages of intervention participants reported identifying personal learning objectives (94.3% vs 68.6%), documenting their learning plan (82.9% vs 22.9%) and participating in learning by doing (42.9% vs 14.3%) in the sustainability survey. In the intervention group, many of the improvements to pharmacy practice items were sustained over the 3-year period but were not significantly different from the control group. Sustainability of a CPD intervention over a 3-year varied. While CPD-trained pharmacists reported utilizing CPD concepts at a higher rate than control pharmacists, their CPD learning behaviors diminished over time.

  4. Training US health care professionals on human trafficking: where do we go from here?

    Science.gov (United States)

    Powell, Clydette; Dickins, Kirsten; Stoklosa, Hanni

    2017-01-01

    Academy of Pediatrics; ACF: Administration for Children and Families; CME: Continuing medical education; ED: Emergency department; HCP: Health care professional; HEAL: Health, Education, Advocacy, and Linkage; HHS: United States Department of Health and Human Services; HT: Human trafficking; IOM: United States Institute of Medicine; MH: Mental health; NHTRC: National Human Trafficking Resource Center; SOAR: Stop, Observe, Ask, and Respond to Health and Wellness Training.

  5. Training US health care professionals on human trafficking: where do we go from here?

    Science.gov (United States)

    Powell, Clydette; Dickins, Kirsten; Stoklosa, Hanni

    2017-01-01

    . Abbreviations: AAP: American Academy of Pediatrics; ACF: Administration for Children and Families; CME: Continuing medical education; ED: Emergency department; HCP: Health care professional; HEAL: Health, Education, Advocacy, and Linkage; HHS: United States Department of Health and Human Services; HT: Human trafficking; IOM: United States Institute of Medicine; MH: Mental health; NHTRC: National Human Trafficking Resource Center; SOAR: Stop, Observe, Ask, and Respond to Health and Wellness Training PMID:28178913

  6. Teacher Professional Competency Analysis: Implementation Aspect of Continuous Professional Development (CPD

    Directory of Open Access Journals (Sweden)

    Annisa Vidya Safitri

    2017-09-01

    Full Text Available The purpose of this study was to identify the practice of teacher reflection as the basis for the implementation of Sustainable Professionalism (PKB program based on Permendiknas No. 16/2007 at SMKN 2 Kediri. This research is qualitative with phenomenology design. The informants of this research are principal, productive teacher of marketing, vice principal, teacher and marketing teacher. Technique of data collecting done by in-depth interview and documentation. The validity of the data using technique triangulation and source. Data analysis using Miles and Huberman interactive models, extension of observation, and referential adequacy. The results showed that the reflection was not used as the basis of CLA and the teachers did not implement the CLA planning. Elements of PKB activities have been in accordance with the guidelines of self-development and scientific publications. PKB activities have an impact on teacher groups that discuss research issues, more varied and contextual KBM, and administrative demands for teachers.

  7. The inclusion of LGBT+ health issues within undergraduate healthcare education and professional training programmes: A systematic review.

    Science.gov (United States)

    McCann, Edward; Brown, Michael

    2018-05-01

    An inclusive health curriculum within undergraduate and continuing professional development programmes (CPD) should include issues related to people whom identify as LGBT+. The aim of this systematic review was to examine the education and training requirements of undergraduate students and health professionals regarding the inclusion of LGBT+ health issues. A systematic review of the available published empirical studies. A systematic literature search was undertaken of the following databases: CINAHL, PubMed, PsycINFO, Embase and Sociological Abstracts. All papers reviewed were from the years 2007 to 2017 and written in English. Three research questions informing the literature review were: (i) What are the education and training requirements of undergraduate students and health professionals regarding the health needs of LGBT+ people? (ii) What are the approaches utilized in the education and training of undergraduate students and health professionals regarding the health needs of LGBT+ people? (iii) What are the best practice examples of the education and training of undergraduate students and health professionals? Following the application of definitive criteria, 22 papers were included in the review. Quality appraisal and data extraction was undertaken by the two authors. The 22 papers were reviewed in detail in the final data analysis and synthesis where four main themes were identified: (1) Cultural competence and inclusivity. (2) Existing knowledge of LGBT+ health-related issues. (3) Curriculum developments and outcomes. (4) Evidence of best practice in education delivery. The review highlights the importance of the inclusion of LGBT+ health-related issues within the health curriculum and continuing professional development programmes and the implications for education and training, clinical practice and research. Copyright © 2018 Elsevier Ltd. All rights reserved.

  8. Practical Recommendations to Improve the Quality of Training and Methodical Support of Professional Teacher Education

    Science.gov (United States)

    Grebennikov, Valery V.; Grudtsina, Ludmila Yu.; Marchuk, Nikolay N.; Sangadgiev, Badma V.; Kudyashev, Nail K.

    2016-01-01

    The research urgency is caused by the transition to the knowledge society and new demands for training and methodical provision of professional pedagogical education. The purpose of this paper is to develop practical recommendations to improve the quality of training and methodical support of professional pedagogical education. The leading…

  9. The Influence of Professional Training and Personal Factors on Technostress: A Correlational Study

    Science.gov (United States)

    Nagarajah, Bertram A.

    2017-01-01

    This study investigated the influence of professional training and personal factors on five categories of technostress: techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty. The goal of the study was to determine whether experience and knowledge gained during professional training influenced the level of…

  10. Training and Development Professionals and Mergers and Acquisitions: What Is the Story on Their Involvement?

    Science.gov (United States)

    Rifai, Rana; Waight, Consuelo L.

    2006-01-01

    This study explored the involvement of 15 training and development (T & D) professionals during mergers and acquisitions (M & A). The study found that T & D professionals are highly involved in orientation and management training and organization development related activities such as communication and diagnosis and blending of organizational…

  11. Critical-Thinking Skills of First-Year Athletic Training Students Enrolled in Professional Programs

    Science.gov (United States)

    Bates, Dana K.; Sikkema, Jill A.; Nynas, Suzette M.; Culp, Clinton

    2017-01-01

    Context: The Examination of Professional Degree Level document presented to the National Athletic Trainers' Association Board of Directors states that research in athletic training education has not investigated differences in the critical-thinking skills of professional athletic training students. Objective: Investigate the differences in…

  12. Guidelines for Professional Training of Junior Medical Staff in the Context of European Experience

    Science.gov (United States)

    Sosnova, Myroslava

    2016-01-01

    The article deals with outlining guidelines for improving professional training of junior medical staff based on European experience. Consequently, guidelines and recommendations on enhancing the efficiency of medical education in general and junior medical specialists' professional training, in particular, published by European Union of Medical…

  13. Phenomenological perspectives of self-care in healthcare professionals' continuing education

    Directory of Open Access Journals (Sweden)

    Daniele Bruzzone

    2014-12-01

    Full Text Available Healthcare professionals, daily confronted with existential failty, feel themselves emotionally vulnerable too. For this reason, they need knowledge and tools in order to take care for themselves. Phenomenology provides an epistemological model that includes subjective and affective dimensions and legitimates lived experience as a source of cognition. In the undergraduate and continuing education of healthcare professionals, the phenomenological approach can represent a way of promoting self-care through personal narrative and reflection.

  14. Maintaining Vitality: Pharmacists' Continuing Professional Education Decision-Making in the Upper Midwest.

    Science.gov (United States)

    Henkel, Paul Jacob; Marvanova, Marketa

    2018-02-01

    Continuing professional education (CPE) plays an important role in continuing professional development of pharmacists for providing quality pharmaceutical care but also to maintain professional and organizational vitality and meet changing community/population needs. The study objective was to describe and understand factors of importance in selection of CPE credit hours among Upper Midwest pharmacists. A cross-sectional study of licensed pharmacists ( n = 1239) in Iowa, Minnesota, Nebraska, North Dakota, and South Dakota included completion of a questionnaire on demographics and CPE decision-making. Factor analysis, t -test, and multivariate analyses were performed using Stata 10.1. Pharmacists placed greatest importance on maintaining licensure (mean = 2.72/3.00), personal interest (mean = 2.57), and self-improvement (mean = 2.42). Community/population need (mean = 1.83) was rated as slightly more important ( p market, but more importantly to ensure continued provision of quality pharmaceutical care and patient education.

  15. Formation of professional competence of the future teachers of physical training by methods of pedagogical situations.

    Directory of Open Access Journals (Sweden)

    Chernyakov V.V.

    2011-02-01

    Full Text Available The model of usage of pedagogical situations during professional training of the future teachers of physical training is shown. In creation of model is used practical experience of usage of pedagogical situations during teaching and educational process at faculty of physical training. Efficiency of application of pedagogical situations during formation of professional competence of the future teachers of physical training is proved. The main element of the technology of forming professional competence was research and problem-educational tasks that stimulate students' activity.

  16. YK1 Basic professional training course on nuclear safety, Finland

    International Nuclear Information System (INIS)

    Kyrki-Rajamaeki, R.

    2005-01-01

    In the fall of 2002, Finnish organizations re-evaluated the manpower situation and established an organizing committee to develop and organize basic post-graduate professional training of new recruits and staff members; especially for the acute needs of the new NPP project, but also to provide in the long-term a new generation of nuclear experts to replace the present generation which will retire within the next ten years. The organizing committee included representatives of the following organizations: Radiation and Nuclear Safety Authority STUK, nuclear power utilities TVO and Fortum, the Technical Research Centre of Finland VTT, the Lappeenranta and Helsinki Universities of Technology, LUT and HUT, respectively, and the Ministry of Trade and Industry, KTM. The committee decided to promptly organize a national training course on nuclear safety based on a similar course developed by the IAEA: the course structure and syllabus are alike. Although part of the course material is based on the IAEA material, it has been adapted to the Finnish conditions, and a large part of the material is completely new. The Finnish application was developed in order to make visible different standpoints of all organizations. The location of the first six-week course YK1 from September 2003 to February 2004 rotated between different organizations. There were altogether 120 lecturers and rehearsal, demonstration or excursion leaders. Half of them came from the utilities TVO and Fortum, a quarter from the authority STUK, and the rest from VTT, universities and others. The 51 participants of the course came from these same organisations. The lectures were held in Finnish, and the slides in Finnish were distributed to the participants. However, it is useful and even mandatory to know the terms also in English, and therefore the extended abstracts of the lectures were written in English. The YK1 course material was laid on the website of LUT to look for in advance or in more detail with

  17. YK1 Basic professional training course on nuclear safety, Finland

    International Nuclear Information System (INIS)

    Kyrki-Rajamaeki, R.

    2005-01-01

    In the fall of 2002, Finnish organizations re-evaluated the manpower situation and established an organizing committee to develop and organize basic post-graduate professional training of new recruits and staff members; especially for the acute needs of the new NPP project, but also to provide in the long-term a new generation of nuclear experts to replace the present generation which will retire within the next ten years. The organizing committee included representatives of the following organizations: Radiation and Nuclear Safety Authority STUK, nuclear power utilities TVO and Fortum, the Technical Research Centre of Finland VTT, the Lappeenranta and Helsinki Universities of Technology, LUT and HUT, respectively, and the Ministry of Trade and Industry, KTM. The committee decided to promptly organize a national training course on nuclear safety based on a similar course developed by the IAEA: the course structure and syllabus are alike. Although part of the course material is based on the IAEA material, it has been adapted to the Finnish conditions, and a large part of the material is completely new. The Finnish application was developed in order to make visible different standpoints of all organizations. The location of the first six-week course YK1 from September 2003 to February 2004 rotated between different organizations. There were altogether 120 lecturers and rehearsal, demonstration or excursion leaders. Half of them came from the utilities TVO and Fortum, a quarter from the authority STUK, and the rest from VTT, universities and others. The 51 participants of the course came from these same organisations. The lectures were held in Finnish, and the slides in Finnish were distributed to the participants. However, it is useful and even mandatory to know the terms also in English, and therefore the extended abstracts of the lectures were written in English. The YK1 course material was laid on the website of LUT to look for in advance or in more detail with

  18. Towards a program of assessment for health professionals: from training into practice.

    Science.gov (United States)

    Eva, Kevin W; Bordage, Georges; Campbell, Craig; Galbraith, Robert; Ginsburg, Shiphra; Holmboe, Eric; Regehr, Glenn

    2016-10-01

    Despite multifaceted attempts to "protect the public," including the implementation of various assessment practices designed to identify individuals at all stages of training and practice who underperform, profound deficiencies in quality and safety continue to plague the healthcare system. The purpose of this reflections paper is to cast a critical lens on current assessment practices and to offer insights into ways in which they might be adapted to ensure alignment with modern conceptions of health professional education for the ultimate goal of improved healthcare. Three dominant themes will be addressed: (1) The need to redress unintended consequences of competency-based assessment; (2) The potential to design assessment systems that facilitate performance improvement; and (3) The importance of ensuring authentic linkage between assessment and practice. Several principles cut across each of these themes and represent the foundational goals we would put forward as signposts for decision making about the continued evolution of assessment practices in the health professions: (1) Increasing opportunities to promote learning rather than simply measuring performance; (2) Enabling integration across stages of training and practice; and (3) Reinforcing point-in-time assessments with continuous professional development in a way that enhances shared responsibility and accountability between practitioners, educational programs, and testing organizations. Many of the ideas generated represent suggestions for strategies to pilot test, for infrastructure to build, and for harmonization across groups to be enabled. These include novel strategies for OSCE station development, formative (diagnostic) assessment protocols tailored to shed light on the practices of individual clinicians, the use of continuous workplace-based assessment, and broadening the focus of high-stakes decision making beyond determining who passes and who fails. We conclude with reflections on systemic (i

  19. [Progress and Future of the Training Plan for Cancer Professionals - Looking Back for 10 Years].

    Science.gov (United States)

    Matsuura, Nariaki

    2017-06-01

    In order to increase cancer professionals in Japan, the first phase of training plan for cancer professionals was performed for 5 years from 2007t o 2011, and the second one was performed for 5 years from 2012 to 2016. 95 universities for 18 hubs in the first phase and 100 universities for 15 hubs in the second one participated in this project 2,590 graduate students in the first phase and 2,319 students for 3 years in the second phase learned. Although the number of cancer professionals increased after the start of this project, it is still half of the set points and more efforts are required for this project. From 2017, the new training plan for cancer professionals will start for the third phase, and various professionals such as genome medicine professionals, rare cancer professionals, pediatric cancer professionals and those for the life-stage problems in cancer patients will be educated.

  20. Educational interventions to train healthcare professionals in end-of-life communication: a systematic review and meta-analysis.

    Science.gov (United States)

    Chung, Han-Oh; Oczkowski, Simon J W; Hanvey, Louise; Mbuagbaw, Lawrence; You, John J

    2016-04-29

    Practicing healthcare professionals and graduates exiting training programs are often ill-equipped to facilitate important discussions about end-of-life care with patients and their families. We conducted a systematic review to evaluate the effectiveness of educational interventions aimed at providing healthcare professionals with training in end-of-life communication skills, compared to usual curriculum. We searched MEDLINE, Embase, CINAHL, ERIC and the Cochrane Central Register of Controlled Trials from the date of inception to July 2014 for randomized control trials (RCT) and prospective observational studies of educational training interventions to train healthcare professionals in end-of-life communication skills. To be eligible, interventions had to provide communication skills training related to end-of-life decision making; other interventions (e.g. breaking bad news, providing palliation) were excluded. Our primary outcomes were self-efficacy, knowledge and end-of-life communication scores with standardized patient encounters. Sufficiently similar studies were pooled in a meta-analysis. The quality of evidence was assessed using GRADE. Of 5727 candidate articles, 20 studies (6 RCTs, 14 Observational) were included in this review. Compared to usual teaching, educational interventions to train healthcare professionals in end-of-life communication skills were associated with greater self-efficacy (8 studies, standardized mean difference [SMD] 0.57;95% confidence interval [CI] 0.40-0.75; P communication scores (8 studies, SMD 0.69; 95% CI 0.41-0.96; p communication training may improve healthcare professionals' self-efficacy, knowledge, and EoL communication scores compared to usual teaching. Further studies comparing two active educational interventions are recommended with a continued focus on contextually relevant high-level outcomes. PROSPERO CRD42014012913.

  1. Learning science as a potential new source of understanding and improvement for continuing education and continuing professional development.

    Science.gov (United States)

    Van Hoof, Thomas J; Doyle, Terrence J

    2018-01-15

    Learning science is an emerging interdisciplinary field that offers educators key insights about what happens in the brain when learning occurs. In addition to explanations about the learning process, which includes memory and involves different parts of the brain, learning science offers effective strategies to inform the planning and implementation of activities and programs in continuing education and continuing professional development. This article provides a brief description of learning, including the three key steps of encoding, consolidation and retrieval. The article also introduces four major learning-science strategies, known as distributed learning, retrieval practice, interleaving, and elaboration, which share the importance of considerable practice. Finally, the article describes how learning science aligns with the general findings from the most recent synthesis of systematic reviews about the effectiveness of continuing medical education.

  2. The theory of planned behaviour in medical education: a model for integrating professionalism training.

    Science.gov (United States)

    Archer, Ray; Elder, William; Hustedde, Carol; Milam, Andrea; Joyce, Jennifer

    2008-08-01

    Teaching and evaluating professionalism remain important issues in medical education. However, two factors hinder attempts to integrate curricular elements addressing professionalism into medical school training: there is no common definition of medical professionalism used across medical education, and there is no commonly accepted theoretical model upon which to integrate professionalism into the curriculum. This paper proposes a definition of professionalism, examines this definition in the context of some of the previous definitions of professionalism and connects this definition to the attitudinal roots of professionalism. The problems described above bring uncertainty about the best content and methods with which to teach professionalism in medical education. Although various aspects of professionalism have been incorporated into medical school curricula, content, teaching and evaluation remain controversial. We suggest that intervening variables, which may augment or interfere with medical students' implementation of professionalism knowledge, skills and, therefore, attitudes, may go unaddressed. We offer a model based on the theory of planned behaviour (TPB), which describes the relationships of attitudes, social norms and perceived behavioural control with behaviour. It has been used to predict a wide range of behaviours, including doctor professional behaviours. Therefore, we propose an educational model that expands the TPB as an organisational framework that can integrate professionalism training into medical education. We conclude with a discussion about the implications of using this model to transform medical school curricula to develop positive professionalism attitudes, alter the professionalism social norms of the medical school and increase students' perceived control over their behaviours.

  3. Assessing Training Needs of LIS Professionals: A Prerequisite for Developing Training Programs in University Libraries of Pakistan

    Directory of Open Access Journals (Sweden)

    Rubina Bhatti

    2014-06-01

    Full Text Available This study investigated LIS professionals’ perception related to their training needs in university libraries of Pakistan. The study adopted a descriptive survey design and the data were collected using a questionnaire administered to 150 LIS professionals in 59 public and private universities recognized by the Higher Education Commission of Pakistan. The response rate was 84 percent. The results obtained show that LIS professionals need training related to troubleshooting new technologies, endnote, data compression, Internet, social media such as Facebook, Blogger, Flickr, Twitter, and online databases. The respondents considered seminars, web-based training, computer tutorials, ad-hoc training sessions by staff members, and group briefings as effective training programs for improving their professional skills.

  4. Continuing professional development and social accountability: a review of the literature.

    Science.gov (United States)

    Fleet, Lisa J; Kirby, Fran; Cutler, Sarah; Dunikowski, Lynn; Nasmith, Louise; Shaughnessy, Rita

    2008-01-01

    The idea that health professionals should be accountable to the society they serve is not a new concept and by the 1990 s, the continuing professional development (CPD) of health professionals was being seen as one way in which Canadians' level of health could be improved. The public was, and is still today, increasingly demanding a system that is more responsive to regional and community needs. As a result, there is a need for more health professional education at all stages of the education continuum - undergraduate, postgraduate, and continuing professional development - that meets the health and social needs of the populations being served. The trend is now towards 'socially accountable' health care, meaning that the broader context of CPD must also include the personal, social, and political aspects of health care and as such, involve a widening of accountability to patients, the community, managers and policymakers. CPD planning must take into account local and national priorities as well as personal learning needs. However, the definition of social accountability and the stages at which it is addressed is sometimes vague and this added to the difficulty of identifying relevant studies in the literature. Nonetheless, there were some "best practices" evident via Canadian and American studies which focused on models of socially accountable CPD, as well as examples of interdisciplinary collaboration in Canada, the United States, Australia, Great Britain, and the United Arab Emirates. However, there is a definite need for increased research and publication of such "best practice" initiatives. There is also a need for Canadian health professional schools to facilitate this process by sharing their experiences and resources if possible. An extensive literature review was conducted between January and March 2004. Due to time constraints, it was limited to articles written in the English language. The databases/sources utilized included: Medline (now known as Pubmed

  5. Science and technology in business management: Challenges for the training of professionals

    Directory of Open Access Journals (Sweden)

    Carlos Fernando Giler-Zúñiga

    2016-09-01

    Full Text Available The advances that are operated in science and technology at preset has been of accelerated changes, that lead to the analysis of the need of professionals{ training to face since the enterprise practice the challenges that contemporary innovation impose about knowledge, it is obliging education to assume different challenges. The professional training of professional correctly prepared, with the aim of contributing to the development of the country, it link it with economical politic and the a wider social politic ,thus, as with the systems of production and management, it pretends to give a new approach which is: to train to make capable of ,to specialize and update students and professionals to prepare a professional and leaders with critical thought and social  intellectual and of social goods and service and consciousness ,that link him with the principle of belonging being this the responsibility with preparation and training ,at the service of the an aesthetic politics of the society.

  6. The concept “international arbitration” in the context of professional training of future arbitration lawyers

    Directory of Open Access Journals (Sweden)

    Оlga Nagorna

    2017-04-01

    Full Text Available International arbitration is an effective alternative mechanism for dispute resolution between the parties to the treaty in the context of globalization. Nowadays there is a demand for optimal organization of education and training specialists, capable to realize arbitration practice in the international arena. Professional training of future arbitration lawyers is carried out within master programs. In addition to professional disciplines, the curriculum includes the study of Business English as a component of professional competence of future arbitration lawyers and a tool for their professional interaction. To create reliable conditions for high-quality foreign language training, a lecturer has to obtain certain another sphere knowledge, in particular to understand the essence of the concept “international arbitration”.Key words: international arbitration, professional training, future arbitration lawyer, master program, Business English

  7. Can We Improve Training for Health Professionals to Sustain Local Health Development?

    Science.gov (United States)

    King, Stephen

    2016-01-01

    Can we improve training for health professionals? We explore specific variables that need to be accounted for to achieve sustainable local health development through training. A problem-based approach with appreciation of the need for making changes is suggested as the only authentic basis for training. PMID:28090174

  8. Continuity of care in the Health Care Network: negotiation between users and professionals

    Directory of Open Access Journals (Sweden)

    Maria Denise Schimith

    2014-12-01

    Full Text Available This study aimed to identify the negotiation and shared decision-making between professionals and users in a Family Health Unit and its influence on the continuity of care in the Health Care Network. Qualitative research created from a case study. One conducted 19 interviews, observation and document research. It was developed in a city in the countryside of Rio Grande do Sul, Brazil, in 2012. The results show that decisions used to happen unilaterally and that users and professionals looked for alternative ways to the continuity of care. It was not possible to identify the negotiation between professional and users and it was noticed that the user was alone looking for access. It is understood that primary care in the city researched needs to take responsibility for users and their access.

  9. EQUIP training the trainers: an evaluation of a training programme for service users and carers involved in training mental health professionals in user-involved care planning.

    Science.gov (United States)

    Fraser, C; Grundy, A; Meade, O; Callaghan, P; Lovell, K

    2017-08-01

    WHAT IS KNOWN ON THE SUBJECT?: UK NHS policy highlights the importance of user and carer involvement in health professional training. We know little about service user and carer motivations and experiences of accessing training courses for delivering training to health professionals and how well such courses prepare them for delivering training to healthcare professionals. 'Involvement' in training has often been tokenistic and too narrowly focused on preregistration courses. There is limited data on how best to prepare and support potential service user and carer trainers. WHAT DOES THIS PAPER ADD TO EXISTING KNOWLEDGE?: This study adds to the international literature by highlighting service user and carer motivations for accessing a training course for delivering training to health professionals. Service users and carers wanted to gain new skills and confidence in presentation/facilitation as well as to make a difference to healthcare practice. We also learned that service users desired different levels of involvement in training facilitation - some wanted to take a more active role than others. A one-size-fits-all approach is not always appropriate. Encountering resistance from staff in training was a previously unidentified challenge to service user and carers' experience of delivering training in practice and is a key challenge for trainers to address in future. Professional training involvement can be enhanced via specialist training such as the EQUIP training the trainers programme evaluated here. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: When training service users and carers to deliver training to mental health professionals, it is important that service users are equipped to deal with resistance from staff. It is important that service user and carer roles are negotiated and agreed prior to delivering training to healthcare professionals to accommodate individual preferences and allay anxieties. Training for service users and carers must be offered

  10. The "Trainer in Your Pocket:" Mobile Phones within a Teacher Continuing Professional Development Program in Bangladesh

    Science.gov (United States)

    Walsh, Christopher S.; Power, Tom; Khatoon, Masuda; Biswas, Sudeb Kumar; Paul, Ashok Kumar; Sarkar, Bikash Chandra; Griffiths, Malcolm

    2013-01-01

    Examples of mobile phones being used with teachers to provide continuing professional development (CPD) in emerging economies at scale are largely absent from the research literature. We outline English in Action's (EIA) model for providing 80,000 teachers with CPD to improve their communicative language teaching in Bangladesh over nine years.…

  11. Continuing Professional Development - Why Bother? Perceptions and Motivations of Teachers in Ireland

    Science.gov (United States)

    McMillan, Dorothy J.; McConnell, Barbara; O'Sullivan, Helen

    2016-01-01

    In a larger study carried out by O'Sullivan "et al." to explore the perceptions and experiences of teachers in the Republic of Ireland and Northern Ireland who were engaged in continuing professional development (CPD), one of the significant findings to emerge was the key role of teacher motivation. The current study therefore focuses on…

  12. Innovative educational methods and technologies applicable to continuing professional development in periodontology

    NARCIS (Netherlands)

    Mattheos, N.; Schoonheim-Klein, M.; Walmsley, A.D.; Chapple, I.L.C.

    2010-01-01

    Continuous professional development (CPD) in Periodontology refers to the overall framework of opportunities that facilitate a life-long learning practice, driven by the learner-practitioner and supported by a variety of institutions and individuals. CPD must address different needs for a great

  13. Recommendations for the development of e-modules for the continuing professional development of European dentists

    NARCIS (Netherlands)

    Kavadella, A.; Kossioni, A.E.; Tsiklakis, K.; Cowpe, J.; Bullock, A.; Barnes, E.; Bailey, S.; Thomas, H.; Thomas, R.; Karaharju-Suvanto, T.; Suomalainen, K.; Kersten, H.; Povel, E.; Giles, M.; Walmsley, D.; Soboleva, U.; Liepa, A.; Akota, I.

    2013-01-01

    Aims To provide evidence-based and peer-reviewed recommendations for the development of dental continuing professional development (CPD) learning e-modules. Methods The present recommendations are consensus recommendations of the DentCPD project team and were informed by a literature research,

  14. Perspectives on age and continuing professional development for nurses : A literature review

    NARCIS (Netherlands)

    Pool, I.A.; Poell, R.F.; Ten Cate, T.J.

    2013-01-01

    The need for nurses to participate in continuing professional development (CPD) is growing to keep abreast of rapid changes in nursing care. Concurrently, the nursing workforce is growing older. Ageing leads to changes in biological, psychological, and social functioning. Little is known about the

  15. Strategies for continuing professional development among younger, middle-aged, and older nurses : A biographical approach

    NARCIS (Netherlands)

    Pool, Inge A.; Poell, Rob F.; Berings, Marjolein G. M. C.; ten Cate, Olle

    Background: A nursing career can last for more than 40 years, during which continuing professional development is essential. Nurses participate in a variety of learning activities that correspond with their developmental motives. Lifespan psychology shows that work-related motives change with age,

  16. Analyzing Networked Learning Practices in HigherEducation and Continuing Professional Development

    DEFF Research Database (Denmark)

    Dirckinck-Holmfeld, Lone

    Deliverable 28.5.4 reports on the preparation of the book "Analysing Networked Learning Practices in Higher Education and Continuing Professional Development", which consists of an Introduction, case studies and a concluding section, which presents the theoretical work and empirical work conducte...

  17. Factors influencing continuing professional development : A Delphi study among nursing experts

    NARCIS (Netherlands)

    Brekelmans, G.B.; Poell, R.F.; van Wijk, K.

    2013-01-01

    Purpose The aim of this paper is to present an inventory of expert opinions on the factors that influence the participation of registered nurses in continuing professional development (CPD) activities. Design/methodology/approach A Delphi study was conducted among 38 Dutch experts (nursing

  18. Strategies for continuing professional development among younger, middle-aged, and older nurses : A biographical approach

    NARCIS (Netherlands)

    Pool, I.A.; Poell, R.F.; Berings, M.G.M.C.; Ten Cate, O.

    2015-01-01

    Background A nursing career can last for more than 40 years, during which continuing professional development is essential. Nurses participate in a variety of learning activities that correspond with their developmental motives. Lifespan psychology shows that work-related motives change with age,

  19. Teachers' Continuing Professional Development as Correlates of Sustainable Universal Basic Education in Bayelsa State, Nigeria

    Science.gov (United States)

    Iyunade, Olufunmilayo T.

    2017-01-01

    The study examined the correlates of teachers' continuing professional development on universal basic education in Bayelsa State, Nigeria. Using descriptive survey, a sample of 500 teachers was randomly selected from twenty (20) Basic Junior Secondary Schools and Primary Schools used for the study. The instrument used for data collection was a…

  20. Perspectives on Age and Continuing Professional Development for Nurses: A Literature Review

    Science.gov (United States)

    Pool, Inge A.; Poell, Rob F.; ten Cate, Th. J.

    2013-01-01

    The need for nurses to participate in continuing professional development (CPD) is growing to keep abreast of rapid changes in nursing care. Concurrently, the nursing workforce is growing older. Ageing leads to changes in biological, psychological, and social functioning. Little is known about the effects of age-related changes on nurses'…

  1. Physical Education Teachers' Continuing Professional Development in Health-Related Exercise: A Figurational Analysis

    Science.gov (United States)

    Alfrey, Laura; Webb, Louisa; Cale, Lorraine

    2012-01-01

    This paper uses figurational sociology to explain why Secondary Physical Education teachers' engagement with Health Related Exercise (HRE) is often limited. Historically-rooted concerns surround the teaching of HRE, and these have recently been linked to teachers' limited continuing professional development (CPD) in HRE (HRE-CPD). A two-phase,…

  2. Continuing Professional Development for Experienced Physical Education Teachers: Towards Effective Provision

    Science.gov (United States)

    Armour, Kathleen M.; Yelling, Martin R.

    2004-01-01

    Continuing Professional Development (CPD) is now a cornerstone of education policy in the UK and elsewhere. If policy aspirations translate successfully into practice, then (funded) CPD opportunities will abound and teachers will be 'developed' in a logical and structured way from the moment they enter the profession until retirement. As a result…

  3. 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…

  4. Concordance of Interests in Dynamic Models of Social Partnership in the System of Continuing Professional Education

    Science.gov (United States)

    Tarasenko, Larissa V.; Ougolnitsky, Guennady A.; Usov, Anatoly B.; Vaskov, Maksim A.; Kirik, Vladimir A.; Astoyanz, Margarita S.; Angel, Olga Y.

    2016-01-01

    A dynamic game theoretic model of concordance of interests in the process of social partnership in the system of continuing professional education is proposed. Non-cooperative, cooperative, and hierarchical setups are examined. Analytical solution for a linear state version of the model is provided. Nash equilibrium algorithms (for non-cooperative…

  5. Student's Research Work as the Condition of Continuity of General and Professional Education

    Science.gov (United States)

    Vedishenkova, Marina V.; Efimova, Elena V.; Ryabova, Ekaterina V.

    2015-01-01

    The problem in question is necessitated by the contradictions between requirements of successive educational process of general and professional education and the absence of new mechanisms of providing the continuity of education which is effective under modern conditions. The aim of the article in question is to provide the potential of the…

  6. Conceptual Model of Continuing Professional Education Based on Social-and-Academic Approach

    Science.gov (United States)

    Dorozhkin, Evgenij M.; Saltseva, Svetlana V.; Steinberg, Valery E.

    2016-01-01

    The importance of the issue in subject derives from the fact that the vocational (professional) education does not really meet the demands of people, society and state that are explained by new qualification requirements to employees in various fields, including forestry, in the modern socio-economic situation. Thus, continuing professional…

  7. Assessment of the Professional Training Course under Watershed Project at Fatehjang Field Station, Punjab, Pakistan

    International Nuclear Information System (INIS)

    Khan, M. N.; Hassan, T.; Shah, H.; Abid, S.; Raza, I.; Abbasi, S. S.

    2015-01-01

    Watershed Project organizing different professional trainings to create awareness about water saving technologies as solar powered irrigation system, drip irrigation, sprinkler irrigation, micro catchment, rooftop rainwater harvesting and irrigation scheduling. Therefore, the project activities also include the training of the professionals from the line departments for the demonstrated technologies to foster the process of adoption. For this purpose Climate and Alternate Energy Water Resources Institute, NARC, organized a professional training on Water Rehabilitation and Irrigation Technology Improvements in April, 2014 in collaboration with ICARDA and USDA. Twenty seven professionals from different organizations and departments namely; Al-Mustafa Development Network (ADN), Taleem Foundation, Islamic International University (IIUI) Islamabad, National Agricultural Research Centre (NARC), National Centre for Rural Development (NCRD), National Rural Support Programme (NRSP), On-Farm Water Management (OFWM), Water Management (WM), Potohar Organization for Development Advocacy (PODA), Quaid-i-Azam University (QAU) and Environmental Sciences actively participated in the professional training. The post-training assessment showed that it had positive impact on the awareness of professionals. Majority of the participants were strongly and merely agreed upon the training practicality, technologies adoption probability and its advantages at farmer's field. Overall, most of the training participants were satisfied with the knowledge sharing presentations about the specific technologies discussed during the training. (author)

  8. Impact of "+Contigo" training on the knowledge and attitudes of health care professionals about suicide

    Directory of Open Access Journals (Sweden)

    José Carlos Santos

    2014-08-01

    Full Text Available OBJECTIVES: to evaluate the results of "+Contigo" training, developed by nurses and directed at 66 health professionals of integrated school health teams in Primary Health Care.METHOD: quantitative with data collection through the Suicide Behavior Attitude Questionnaire, administered before and after the training.RESULTS: significant increases were observed in suicide prevention knowledge and in changing attitudes of health professionals towards individuals with suicidal behavior.CONCLUSION: these results allow us to affirm that nurses hold scientific and pedagogical knowledge that grant them a privileged position in the health teams, to develop training aimed at health professionals involved in suicide prevention.

  9. A Descriptive Analysis of the Educational Perceptions, Professional Identity, and Professional Practices of Dual-Trained Music Therapists as Counselors.

    Science.gov (United States)

    Sevcik, Emily E; Jones, Jennifer D; Myers, Charles E

    2017-11-01

    Given the rise in music therapy master's programs that offer dual degrees in music therapy and counseling or programs that satisfy state mental health counseling licensure laws, the professional counseling field is playing an increased role in the advanced education and professional practices of music therapists. To identify factors that lead music therapists to pursue advanced education with an emphasis in professional counseling, perceptions about benefits and drawbacks for three advanced degree options (i.e., music therapy, counseling, and music therapy/counseling dual degree), and describe the professional practices and identity of dual-trained music therapists as counselors. A convenience sample of music therapists (n = 123) who held board certification, and held a master's degree or higher that emphasized professional counseling, completed an online survey. We used descriptive statistics to analyze categorical and numeric survey data. Eligibility for licensure as a professional counselor was the most important decisional factor in selecting a specific master's degree program. Respondents also reported favorable perceptions of the dual degree in music therapy and counseling. With regard to professional practice and identity, respondents reported high use of verbal processing techniques alongside music therapy interventions, and dual-trained music therapists retained their professional identity as a music therapist. The reported view of licensure in a related field as beneficial and frequent use of verbal processing techniques warrants future study into the role of counseling in the advanced training of music therapists. Given contradictory findings across studies, we recommend investigators also explore how a degree in a related field affects career longevity of music therapists. © the American Music Therapy Association 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

  10. Description of training activities and re-training system for nuclear professionals at the Paks Nuclear Power Plant, Hungary

    International Nuclear Information System (INIS)

    Jambrich, I.; Trampus, P.

    1993-01-01

    The nuclear power units of Paks, Hungary, have always been operated by Hungarian personnel, from the very beginning. The operator staff of unit 1 acquired its knowledge primarily outside of the country, but since 1983 the overall training process has been run entirely in Hungary, in Paks. This report gives details of present system of training programme in Hungary. The system of training for professionals builds up in vertically linked modules and is job oriented. It begins with theoretical training, followed by programmed on-the-job training which must successfully be finished before a release onto in-company or authority licensing exams for individual job performance

  11. Deficiencies in postgraduate training for healthcare professionals who provide diabetes education and support

    DEFF Research Database (Denmark)

    Byrne, J. L.; Davies, Melanie J; Willaing, I.

    2017-01-01

    : The present study shows that healthcare professionals report being insufficiently equipped to provide diabetes self-management education, including emotional and psychological aspects of diabetes, and many are not receiving postgraduate training in any part (including medical care) of the management......Aims: To consider the global provision of self-management diabetes education and training for healthcare professionals using data from the second Diabetes Attitudes, Wishes and Needs (DAWN2) study. Methods: A total of 4785 healthcare professionals caring for people with diabetes were surveyed in 17.......6–70.6% variation). Training in psychological management was low (19.1%), ranging from 3.6 to 36.5%, while 20.4% (a range of 3.6–36.4% across countries) had received no postgraduate training. Overall, the greatest training need was in the management of psychological aspects of diabetes (59.5%). For some, training...

  12. Governing mobile technology use for continuing professional development in the Australian nursing profession.

    Science.gov (United States)

    Mather, Carey Ann; Gale, Fred; Cummings, Elizabeth Anne

    2017-01-01

    The rapid growth in the use of mobile technology in Australia has outpaced its governance, especially in healthcare settings. Whilst some Australian professional bodies and organisations have developed standards and guidelines to direct appropriate use of social media and mobile technology, clear governance arrangements regarding when, where and how to use mobile technology at point of care in nursing are currently lacking. This paper analyses how the use of mobile technology by nurses at point of care is governed. It highlights the existence of a mobile technology paradox: an identified inability of nurses to access mobile technology in a context where it is increasingly recognised that its use in situ can enhance nursing practice while contributing to mobile learning and continuing professional development. While the recent release of the Registered Nurse Standards for Practice and accompanying Standard for Continuing Professional Development provides some direction regarding professional standards to support the use of mobile technology for mobile learning, we argue a more inclusive approach is required if emerging technologies are to be fully embraced. We describe how an implementation framework, underpinned by more detailed standards, guidelines and codes, could enable the nursing profession to be leaders in embedding mobile technology in healthcare environments nationally and globally. The prevalence of mobile technology in Australia has outpaced its governance in healthcare environments. Its limited availability at point of care is hindering nursing practice, mobile learning and continuing professional development. We discuss the emergence of mobile technology and impediments for its use by nurses in situ. We analyse the professional codes governing nursing, outlining potential reforms to enable implementation of mobile technology at point of care by nurses.

  13. Training Mental Health Professionals on Violence against Women.

    Science.gov (United States)

    Campbell, Rebecca; Raja, Sheela; Grining, Patricia

    1999-01-01

    Counselors, social workers, and psychologists in Illinois reported their training regarding female victims of violence. Results show 56% had training on sexual assault, 59% on domestic violence, 36% on sexual harassment, and 78% on childhood sexual abuse/incest. The ways in which training was obtained are discussed. Recommendations for future…

  14. MGIMO Educational Standards: Goal and Contents of Professional Language Training of IR Economics Students

    Directory of Open Access Journals (Sweden)

    Alla A. Kizima

    2015-01-01

    Full Text Available The article gives a methodological analysis of MGIMO-University own education standards and programmes. The relevance of the article is explained by the necessity to define the goals and contents of professional language training of IR economics students at MGIMO-University after a transfer to own education standards. The researcher used competence-based and cultural studies approaches with reference to the didactic principles of accessibility, systematic, consistency, necessity and sufficiency. The author used a set of methods including the method of theoretical analysis, the method of synthesis and systematization, summative method. The article addresses the difference in the training of IR economists and economists in other spheres of economics, underlines the importance of professional language training of IR economics students, analyses the specifics of professional language training of IR economists from the standpoint of competence-based approach by comparing the competences presented in the Federal State Education Standards of Higher Education and MGIMO own education standards. The author gives a definition of goal and contents of professional language training of IR economics students as well as didactic principles of contents choice that define the effectiveness of training. In conclusion the author points out that the contents of professional language training of IR economics students based on MGIMO own education standards are approached as the system of professional knowledge, skills and competence leading to successful intercultural communication.

  15. [Patient safety in education and training of healthcare professionals in Germany].

    Science.gov (United States)

    Hoffmann, Barbara; Siebert, H; Euteneier, A

    2015-01-01

    In order to improve patient safety, healthcare professionals who care for patients directly or indirectly are required to possess specific knowledge and skills. Patient safety education is not or only poorly represented in education and examination regulations of healthcare professionals in Germany; therefore, it is only practiced rarely and on a voluntary basis. Meanwhile, several training curricula and concepts have been developed in the past 10 years internationally and recently in Germany, too. Based on these concepts the German Coalition for Patient Safety developed a catalogue of core competencies required for safety in patient care. This catalogue will serve as an important orientation when patient safety is to be implemented as a subject of professional education in Germany in the future. Moreover, teaching staff has to be trained and educational and training activities have to be evaluated. Patient safety education and training for (undergraduate) healthcare professional will require capital investment.

  16. Building professional capacity in ITS : an assessment of ITS training and education needs : the CVO perspective

    Science.gov (United States)

    1999-08-01

    This report focuses on assessing the training and education needs of transportation professionals involved in Intelligent Transportation Systems/Commercial Vehicle Operations (ITS/CVO). After an introduction to the program, the author defines the pro...

  17. Networks of Learning : Professional Association and the Continuing Education of Teachers of Mathematics in Pakistan

    DEFF Research Database (Denmark)

    Baber, Sikunder Ali

    " and shows how a number of professional associations have become as networks of learning to encourage the continuing professional education of both pre-service and in-service teachers in the context of Pakistan. A case of the Mathematics Association of Pakistan (MAP) as a Network of Learning is presented....... The formation and growth of this network can be viewed as developing insights into the improvement of mathematics education in the developing world. The contributions of the association may also add value to the learning of teacher colleagues in other parts of the world. This sharing of the experience may......Importance of the professional development of teachers has been recognized and research has contributed greatly in terms of proposing variety of approaches for the development of teachers,both pre-service and in-service. Among them, networking among teachers, teacher educators,curriculum developers...

  18. Konsep Continuing Professional Development (CPD dalam Pengembangan Profesionalisme Pustakawan Universitas Negeri Semarang

    Directory of Open Access Journals (Sweden)

    M. Z. Eko Handoyo

    2016-09-01

    attention. The objective of the study is to find out the implementation of CPD concept in efforts to develop library profession at Semarang State University. Respondents consisted of 40 librarians, comprising those working at the main library (22 librarians and at the departemental or faculty libraries. The study used quantitative method the result showed that (1 the librarians were not yet familiar with CPD concept; (2 UNNES Library has not implemented CPD concept in developing its professional librarians, (3 UNNES has not had a clear policy commitment in developing its professional librarians, (4 Continuous efforts have to be made in order to develop professional librarians at UNNES with the support of the university leaders.

  19. Guiding role of typical cases in clinical training for ophthalmology professional degree graduate students

    Directory of Open Access Journals (Sweden)

    Zhe Wang

    2014-05-01

    Full Text Available With the change of the concept of graduate enrollment, the recruiting proportion of clinical medicine professional degree graduate students is more and more, and the training of professional degree graduate students is increasingly focusing on practical. In our experience in clinical training for ophthalmology professional degree graduate students, increasing the ward clinical practice time is important. For particular emphasis on the guiding role of the typical cases, each professional group combined their professional characteristics of the typical cases to instruct the graduate students, training their clinical diagnosis and treatment ability, training their microsurgical techniques. From clinical medical writing, record summary, literature review, professional degree graduate students could expand their knowledge structure, practice their thesis writing ability. Based on the typical cases, expansion of knowledge coverage, they could improve the ability of diagnosis and treatment for special disease cases. In this rigorous training system, professional degree graduate students can learn by analogy, and focus on typical cases to get the most intuitive panoramic understanding of the diseases, with a minimum of time to master the most clinical knowledge, to enrich clinical experience, and to lay the foundation for future work in the assessment.

  20. Forming Professional Mobility in the Process of Future Master Philologists' Training in Ukraine and Abroad

    Science.gov (United States)

    Semenog, Olena

    2016-01-01

    On the basis of scientific research, the experience of higher education institutions in Ukraine and abroad (the USA, the Swiss Confederation) concerning the forming of future philologists' professional mobility in the process of Master training has been generalized. It has been overviewed, that professional mobility is an essential indicator of…

  1. Professional Development Needs and Training Interests: A Survey of Early Career School Psychologists

    Science.gov (United States)

    Arora, Prerna G.; Brown, Jacqueline; Harris, Bryn; Sullivan, Amanda

    2017-01-01

    Early career psychologists (ECPs) are considered a distinct professional group that faces unique career challenges. Despite recent organizational efforts to increase engagement of these individuals, little is known about the professional development needs and training interests of ECPs, particularly within psychology's subfields. As such, this…

  2. U.S. health professionals' views on obesity care, training, and self-efficacy.

    Science.gov (United States)

    Bleich, Sara N; Bandara, Sachini; Bennett, Wendy L; Cooper, Lisa A; Gudzune, Kimberly A

    2015-04-01

    Despite emphasis of recent guidelines on multidisciplinary teams for collaborative weight management, little is known about non-physician health professionals' perspectives on obesity, their weight management training, and self-efficacy for obesity care. To evaluate differences in health professionals' perspectives on (1) the causes of obesity; (2) training in weight management; and (3) self-efficacy for providing obesity care. Data were obtained from a cross-sectional Internet-based survey of 500 U.S. health professionals from nutrition, nursing, behavioral/mental health, exercise, and pharmacy (collected from January 20 through February 5, 2014). Inferences were derived using logistic regression adjusting for age and education (analyzed in 2014). Nearly all non-physician health professionals, regardless of specialty, cited individual-level factors, such as overconsumption of food (97%), as important causes of obesity. Nutrition professionals were significantly more likely to report high-quality training in weight management (78%) than the other professionals (nursing, 53%; behavioral/mental health, 32%; exercise, 50%; pharmacy, 47%; pobese patients achieve clinically significant weight loss (88%) than the other professionals (nursing, 61%; behavioral/mental health, 51%; exercise, 52%; pharmacy, 61%; pobesity achieve clinically significant weight loss (nutrition, 81%; nursing, behavioral/mental health, exercise, and pharmacy, all health, exercise, and pharmacy professionals may need additional training in weight management and obesity care to effectively participate in collaborative weight management models. Copyright © 2015 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

  3. PROFESSIONAL BACHELOR’S TRAINING IN JOURNALISM: THE U.S. UNIVERSITIES EXPERIENCE

    OpenAIRE

    Martsihiv, Khrystyna

    2017-01-01

    The article dwells upon the problem of specification of structural components, criteria, indicators and levels of professional competence of future journalists. The article analyzes the scientific and methodological works devoted to the professional training of journalists, as well as the approaches for the formation of their professional competence. Features of the programs for the preparation of bachelors of the humanities and technical sciences in the field of journalism are considered. Th...

  4. Modern Trends in Continuous Professional Development of Foreign Language Teachers (On the Basis of the British Council Research)

    Science.gov (United States)

    Sadovets, Olesia

    2017-01-01

    Research conducted by the British Council concerning modern continuous professional development of teachers has been analyzed. The issue concerning foreign language teachers' professional development has been considered. Productive approach to this process that gives a teacher the opportunities to define aspects of their professional activities…

  5. Learning Experiences and Gains from Continuing Professional Education and Their Applicability to Work for Japanese Government Officials

    Science.gov (United States)

    Noda, Ayaka; Kim, Mikyong Minsun

    2014-01-01

    This study aims to understand the perceived learning experiences and gains for Japanese government officials from US and Japanese graduate and professional schools, and how applicable their continuing professional education (CPE) is to professional performance. Interview participants were drawn from long-term overseas and domestic fellowship…

  6. Similarities and differences between continuous sedation until death and euthanasia - professional caregivers' attitudes and experiences: A focus group study

    NARCIS (Netherlands)

    Anquinet, L.; Raus, K.; Sterckx, S.; Smets, T.; Deliens, L.; Rietjens, J.A.C.

    2013-01-01

    Background: According to various guidelines about continuous sedation until death, this practice can and should be clearly distinguished from euthanasia, which is legalized in Belgium. Aim: To explore professional caregivers perceptions of the similarities and differences between continuous sedation

  7. Continuing professional development of dentists through distant learning: An Indira Gandhi National Open University-Dental Council of India experiment a report

    Directory of Open Access Journals (Sweden)

    Ruchika Kuba

    2014-01-01

    Full Text Available To keep themselves updated with all the advancements in the field of dentistry, dentists should involve themselves in some kind of professional development. Distance learning is the most appropriate way to serve the growing demand due to technological advancements. Indira Gandhi National Open University in collaboration with Dental Council of India (DCI developed and launched two continuing professional development programs in Endodontics (postgraduate certificate in endodontics and postgraduate certificate in oral implantology and has trained over 400 and 280 BDS dentists respectively till date. The program package consists of self-instructional material, assignments, videos and practical training. The training is conducted in premiere dental colleges and institutions recognized by DCI. The certificate is awarded after a term end examination, both in theory and practical. The pass percentages of the theory courses ranged from around 63% to 98%, and 90% of the candidates cleared the practical exam.

  8. Effectiveness of faculty training to enhance clinical evaluation of student competence in ethical reasoning and professionalism.

    Science.gov (United States)

    Christie, Carole; Bowen, Denise; Paarmann, Carlene

    2007-08-01

    This study evaluated the short- and long-term effectiveness of faculty training to enhance clinical evaluation of ethical reasoning and professionalism in a baccalaureate dental hygiene program. Ethics, values, and professionalism are best measured in contexts comparable to practice; therefore, authentic evaluation is desirable for assessing these areas of competence. Methods were the following: 1) a faculty development workshop implementing a core values-based clinical evaluation system for assessing students' professional judgment; 2) subsequent evaluation of the clinical faculty's use of core values for grading and providing written comments related to students' professional judgment during patient care for three academic years; and 3) evaluation of program outcomes assessments regarding clinical learning experiences related to ethics and professionalism domains. Results revealed the clinical faculty's evaluation of professional judgment during patient care was enhanced by training; written comments more frequently related to core values defined in the American Dental Hygienists' Association (ADHA) Code of Ethics; and faculty members reported more confidence and comfort evaluating professional judgment after implementation of this evaluation system and receiving training in its application. Students were more positive in outcomes assessments about their competency and learning experiences related to professionalism and ethics. This article shares one approach for enhancing clinical faculty's authentic evaluation of student competence in ethical reasoning and professionalism.

  9. Using technology to deliver cost-effective Continuing Professional Development (CPD

    Directory of Open Access Journals (Sweden)

    Kuldeep Singh

    2015-01-01

    Full Text Available The work is based on engineering the audio video contents of the didactic presentations at the Regional Symposium on Sleep Medicine delivered to the target audience at NAMSCON 2013. The audio was extracted and then synchronized with Power Points, re-synthesized as SCORM (Sharable Content Object Reference Model compliant packages and integrated with Moodle (Modular Object-Oriented Dynamic Learning Environment as Learning Management System (LMS. The preliminary evaluation results showed high satisfaction with the content, its short loading time and smooth playback. These attributes were demonstrated to be effective in enhancing learning. The Moodle as LMS also allows tracking the participants' progress, involving them in social groups and open discussion forum for further enriching the online content and also helps in statistical analysis through its inbuilt web analytics. The technology is not only flexible and economical but also an effective delivery method for Continuing Professional Development Programmes.Key words: Continuing Professional Development, Learning Management System

  10. Integrating Practice Guidelines into Professional Training: Implications for Diversity Competence

    Science.gov (United States)

    Miville, Marie L.; Duan, Changming; Nutt, Roberta L.; Waehler, Charles A.; Suzuki, Lisa; Pistole, M. Carole; Arredondo, Patricia; Duffy, Michael; Mejia, Brenda X.; Corpus, Melissa

    2009-01-01

    The authors present the findings of a special task group (STG) organized to explore effective training strategies for the practice guidelines focused on diverse populations. They provide a brief literature review and summarize survey data from academic training directors regarding current use of practice guidelines. The authors then describe the…

  11. THE DISTANCE EDUCATION TO PROMOTE CONTINUOUS LEARNING OF HEALTH PROFESSIONALS: REVIEW

    Directory of Open Access Journals (Sweden)

    Lívia Lima Ferraz

    2013-03-01

    Full Text Available The results of many articles and researches showed thatemploymenthavean importantrolefor continuous learning. The main factors that made possible this continuous education were:the technology information advanced and distance education flexibilities.Theevolutionofon-line continuing education helps the health care professionals development manyfundamental learning skillsas self-assessment and self-criticism.Therefore, this articlesobjective is to identify howpublic policiescould promote continuous learning of healthprofessionals through distance education(DEand the contributions of this education formatfor transformationhealth activities.In conclusion, the results were that distance education(DE was an important strategy for permanent education, because(DEdevelopments goodskills of learning and breaksterritories barriers. Wherefore, distance education became aneffective learning format

  12. A Focus Group Study of Child Nutrition Professionals' Attitudes about Food Allergies and Current Training Practices

    Science.gov (United States)

    Lee, Yee Ming; Kwon, Junehee; Sauer, Kevin

    2014-01-01

    Purpose/Objectives: The purpose of this study was to explore child nutrition professionals' (CNPs) attitudes about food allergies, current practices of food allergy training, and operational issues related to food allergy training in school foodservice operations. Methods: Three focus groups were conducted with 21 CNPs with managerial…

  13. Occupational Safety and Health Professionals' Training in Italy: Qualitative Evaluation Using T-LAB

    Science.gov (United States)

    Papaleo, Bruno; Cangiano, Giovanna; Calicchia, Sara

    2013-01-01

    Purpose: The purpose of this paper is to describe the evaluation of a training course on chemicals for occupational safety and health (OSH) professionals. The study aims were to assess the effectiveness of the course; to find out what type of training met these workers' needs best, as their role is vital in the management of safety at work; and to…

  14. Training and Certification Program for Certified Energy Auditors (CEA) and Certified Building Commissioning Professionals (CBCP)

    Energy Technology Data Exchange (ETDEWEB)

    Kent, Bill

    2012-08-24

    The Association of Energy Engineers (AEE) has offered energy efficiency training and certification programs for over 30 years. During that time AEE has certified more than 22,000 professionals. All of our certification programs are the result of extensive industry research and program development and oversight by certification boards. For this project award, AEE proposed to work with the Department of Energy to utilize and extend existing industry recognized Certified Energy Auditor (CEA) and Certified Building Commissioning Professional (CBCP) programs under this Training Program Development Announcement. These expanded training programs will have significant impact in training professionals for building commissioning and energy auditing to achieve the goal of bringing existing buildings up to their optimal energy performance potential and ensuring that new buildings maintain their expected optimal level of performance. The goals and objectives of the training development project were achieved with the development of new training programs that are now being offered as self-sustaining commercial training and certification programs. These new programs are training and certifying professionals who are accomplishing the goal of increasing building energy performance in both existing and new buildings.

  15. Social Media Training for Professional Identity Development in Undergraduate Nurses.

    Science.gov (United States)

    Mather, Carey; Cummings, Elizabeth; Nichols, Linda

    2016-01-01

    The growth of social media use has led to tension affecting the perception of professionalism of nurses in healthcare environments. The aim of this cross-sectional study was to explore first and final year undergraduate student use of social media to understand how it was utilised by them during their course. Descriptive statistical analysis was undertaken to compare differences between first and final year student use. No difference indicated there was a lack of development in the use of social media, particularly concerning in relation to expanding their professional networks. There is a need for the curriculum to include opportunities to teach student nurses methods to ensure the appropriate and safe use of social media. Overt teaching and modelling of desired behaviour to guide and support the use of social media to positively promote professional identity formation, which is essential for work-readiness at graduation, is necessary.

  16. White Book on Physical and Rehabilitation Medicine (PRM) in Europe. Chapter 9. Education and continuous professional development: shaping the future of PRM.

    Science.gov (United States)

    2018-04-01

    In the context of the White Book of Physical and Rehabilitation Medicine (PRM), this paper deals with the education of PRM physicians in Europe. To acquire the wide field of competence needed, specialists in Physical and Rehabilitation Medicine have to undergo a well organised and appropriately structured training of adequate duration. In fact they are required to develop not only medical knowledge, but also competence in patient care, specific procedural skills, and attitudes towards interpersonal relationship and communication, profound understanding of the main principles of medical ethics and public health, ability to apply policies of care and prevention for disabled people, capacity to master strategies for reintegration of disabled people into society, apply principles of quality assurance and promote a practice-based continuous professional development. This paper provides updated detailed information about the education and training of specialists, delivers recommendations concerning the standards required at a European level, in agreement with the UEMS rules of creating a Common Training Framework, that consists of a common set of knowledge, skills and competencies for postgraduate training. The role of the European PRM Board is highlighted as a body aimed at ensuring the highest standards of medical training and health care across Europe and the harmonization of PRM physicians' qualifications. To this scope, the theoretical knowledge necessary for the practice of PRM specialty and the core competencies (training outcomes) to be achieved at the end of training have been established and the postgraduate PRM core curriculum has been added. Undergraduate training of medical students is also focused, being considered a mandatory element for the growth of both PRM specialty and the medical community as a whole, mainly in front of the future challenges of the ageing population and the increase of disability in our continent. Finally, the problems of continuing

  17. Responsiveness of a simple tool for assessing change in behavioral intention after continuing professional development activities.

    Science.gov (United States)

    Légaré, France; Freitas, Adriana; Turcotte, Stéphane; Borduas, Francine; Jacques, André; Luconi, Francesca; Godin, Gaston; Boucher, Andrée; Sargeant, Joan; Labrecque, Michel

    2017-01-01

    Continuing professional development (CPD) activities are one way that new knowledge can be translated into changes in practice. However, few tools are available for evaluating the extent to which these activities change health professionals' behavior. We developed a questionnaire called CPD-Reaction for assessing the impact of CPD activities on health professionals' clinical behavioral intentions. We evaluated its responsiveness to change in behavioral intention and verified its acceptability among stakeholders. We enrolled 376 health professionals who completed CPD-Reaction before and immediately after attending a CPD activity. We contacted them three months later and asked them to self-report on any behavior change. We compared the mean rankings on each CPD-Reaction construct before and immediately after CPD activities. To estimate its predictive validity, we compared the median behavioral intention score (post-activity) of health professionals reporting a behavior change three months later with the median behavioral intention score of physicians who reported no change. We explored stakeholders' views on CPD-Reaction in semi-structured interviews. Participants were mostly family physicians (62.2%), with an average of 19 years of clinical practice. Post-activity, we observed an increase in intention-related scores for all constructs (P behavior change. We observed no statistically significant difference in intention between health professionals who later reported a behavior change and those who reported no change (P = 0.30). Overall, CPD stakeholders found the CPD-Reaction questionnaire of interest and suggested potential solutions to perceived barriers to its implementation. The CPD-Reaction questionnaire seems responsive to change in behavioral intention. Although CPD stakeholders found it interesting, future implementation will require addressing barriers they identified.

  18. Professional skills training proposal for professors of health programs

    Directory of Open Access Journals (Sweden)

    Mauricio Alberto Ángel-Macías

    2017-10-01

    Conclusions: This study shows the urgent need for creating training spaces in pedagogy, didactics and evaluation. In consequence, a model that includes cognitive, methodological, social and personal skills is proposed.

  19. Modular training as technology of professional skills development of mechanical engineers

    OpenAIRE

    Shamshina Irina

    2016-01-01

    There are main provisions of modular training program by “Theory of Automatic Control” for students of technical universities is treating. Analyze of advantages and disadvantages of modular training system in comparison with the traditional system in the formation of future engineers’ professional skills. Detection of changes in the level of learning, basic skills and motivational sphere of students en-rolled in the modular training program.

  20. Professional training of future specialists with the use of information technologies

    Directory of Open Access Journals (Sweden)

    Виктор Семенович Корнилов

    2013-12-01

    Full Text Available This paper deals with implementation of information technologies within different levels of professional training of the future specialists at A. Yassawi International Kazakh-Turkish University. Information technologies enable the future specialists to engage in online exchanges and it gives great good opportunity in learning the subject efficiently; thereby expanding their study and learning community during the classroom activity. The results obtained by the use of the information technologies show improvements in professional training of the future specialists in teaching foreign language. The use of information technology in teaching is increasing, which should lead to a significant improvement of the training quality of future specialists. Improvements also are observed in the experimental groups of higher levels, which indicates the efficiency of the use of information technologies in the professional training of future specialists.

  1. Re-Envisioning Management Education and Training for Information Professionals

    Science.gov (United States)

    Singh, Rajesh; Vorbach, James

    2017-01-01

    The evolving demand for workforce skills has often been a topic of discussion at various professional library and information science (LIS) conferences and in the academic literature. Although LIS schools tend to highlight the goal of preparing future members of the LIS profession to be effective leaders, a management and leadership curriculum gap…

  2. CLASS Reliability Training as Professional Development for Preschool Teachers

    Science.gov (United States)

    Casbergue, Renée M.; Bedford, April Whatley; Burstein, Karen

    2014-01-01

    Use of the Classroom Assessment Scoring System (CLASS) is increasing across the United States as an important indicator of the quality of programs for young children. Professional development is required to facilitate teachers' understanding of the instructional behaviors upon which they will be judged. This study investigated the use of the…

  3. Methods in Professional Training: Indoctrination from Step One.

    Science.gov (United States)

    Powell, Marjorie

    A preliminary classification of methods used during first-year law courses to develop a sense of professional identification among students is presented. Professors' images of lawyers conveyed to students are described based on faculty comments. In addition, informal student interviews were conducted to determine their awareness of this…

  4. Using Continuing Professional Development to Create Meaningful Co-Curricular Learning Opportunities for all Student Pharmacists.

    Science.gov (United States)

    Vos, Susan S; Sabus, Ashley; Seyfer, Jennifer; Umlah, Laura; Gross-Advani, Colleen; Thompson-Oster, Jackie

    2018-05-01

    Objective. To illustrate a method for integrating co-curricular activities, quantify co-curricular activities, and evaluate student perception of achievement of goals. Methods. Throughout a longitudinal course, students engaged in self-selected, co-curricular activities in three categories: professional service, leadership, and community engagement. Hours were documented online with minimum course requirements. Students reflected on experiences and assessed goal attainment. Assignments were reviewed by faculty and feedback was given to each student. Results. From 2010 to 2016, there were 29,341 co-curricular hours documented by 756 students. The most popular events were attending pharmacy organization meetings and participating in immunization clinics. More than half of the students agreed they were able to meet all of their professional goals (mix of career and course goals) while 70% indicated goals were challenging to meet. Conclusion. This method for integrating co-curricular activities using a continuing professional development model demonstrates a sustainable system for promoting professional development through experience and self-reflection.

  5. Understanding continuous professional development participation and choice of mid-career general dental practitioners.

    Science.gov (United States)

    Brown, T; Wassif, H S

    2017-02-01

    Participating in continuing professional development (CPD) activities is a requirement for dental practitioners to keep their skills and knowledge up to date. Understanding the ways dental practitioners engage with professional development and the impact on practice is not fully known (Eaton et al. 2011, http://www.gdc-uk.org/Aboutus/policy/Documents/Impact%20Of%20CPD%20In%20Dentistry.pdf). The aim of this study was to gain insights into the ways that dentists reflect on their professional development and what may be influencing their choices. Empirical qualitative data were collected by semi-structured interviewing of five mid-career dentists. Using grounded theory, the data were analysed for themes about CPD choice and participation. Three themes were identified as influences to dentists' choices of CPD with pragmatic considerations of how new learning could benefit their patients and their practices. Dental practitioners were influenced by the requirements of external regulatory bodies which they did not consider to necessarily improve practice. Dentists working in primary care in the UK are undertaking CPD which is influenced by the pragmatic requirements of running a small business and to meet regulatory requirements. In this sample, dentists are not critically reflecting on their education needs when choosing their CPD activity. Protected learning time and organisational feedback and support are recommended as a way to promote more meaningful reflection on learning and to improve professional development. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  6. Exploring informal workplace learning in primary healthcare for continuous professional development.

    Science.gov (United States)

    Joynes, Viktoria; Kerr, Micky; Treasure-Jones, Tamsin

    2017-07-01

    All health and social care professionals learn on the job through both formal and informal learning processes, which contributes to continuous professional development (CPD). This study explored workplace learning in General Practices, specifically looking at the role of informal learning and the workplace practices that appear to support or restrict that learning, as well as how technology was integrated into these learning processes. Three focus groups with general practitioners, practice nurses, managerial and administrative staff were conducted followed by twelve individual semi-structured interviews with participants drawn from the focus groups. Three observations of multi-disciplinary team meetings were used to establish potential team-based learning activities. Triggers for informal workplace learning included patients presenting challenging or unusual conditions; exposure to others' professional practice; and policy driven changes through revised guidance and protocols. By exploring how these triggers were acted upon, we identified mechanisms through which the primary care workplace supports or restricts informal learning through working practices, existing technologies and inter-professional structures. Informal workplace learning was identified as arising from both opportunistic encounters and more planned activities, which are both supported and restricted through a variety of mechanisms. Maximising informal learning opportunities and removing barriers to doing so should be a priority for primary care practitioners, managers and educators.

  7. Continuing training program in radiation protection in biological research centers

    International Nuclear Information System (INIS)

    Escudero, R.; Hidalgo, R.M.; Usera, F.; Macias, M.T.; Mirpuri, E.; Perez, J.; Sanchez, A.

    2008-01-01

    The use of ionizing radiation in biological research has many specific characteristics. A great variety of radioisotopic techniques involve unsealed radioactive sources, and their use not only carries a risk of irradiation, but also a significant risk of contamination. Moreover, a high proportion of researchers are in training and the labor mobility rate is therefore high. Furthermore, most newly incorporated personnel have little or no previous training in radiological protection, since most academic qualifications do not include training in this discipline. In a biological research center, in addition to personnel whose work is directly associated with the radioactive facility (scientific-technical personnel, operators, supervisors), there are also groups of support personnel The use of ionizing radiation in biological research has many specific characteristics. A great variety of radioisotopic techniques involve unsealed radioactive sources, and their use not only carries a risk of irradiation, but also a significant risk of contamination. Moreover, a high proportion of researchers are in training and the labor mobility rate is therefore high. Furthermore, most newly incorporated personnel have little or no previous training in radiological protection, since most academic qualifications do not include training in this discipline. In a biological research center, in addition to personnel whose work is directly associated with the radioactive facility (scientific-technical personnel, operators, supervisors), there are also groups of support personnel maintenance and instrumentation workers, cleaners, administrative personnel, etc. who are associated with the radioactive facility indirectly. These workers are affected by the work in the radioactive facility to varying degrees, and they therefore also require information and training in radiological protection tailored to their level of interaction with the installation. The aim of this study was to design a

  8. Training volume and soft tissue injury in professional and non-professional rugby union players: a systematic review.

    Science.gov (United States)

    Ball, Shane; Halaki, Mark; Orr, Rhonda

    2017-07-01

    To investigate the relationship between training volume and soft tissue injury incidence, and characterise soft tissue injury in rugby union players. A systematic search of electronic databases was performed. The search strategy combined terms covering: training volume and injury, and rugby union, and players of all levels. Medline, SPORTDiscus, Web of Science, Embase, PubMed. Studies were included if they reported: male rugby union players, a clear definition of a rugby union injury, the amount of training volume undertaken by participants, and epidemiological data for soft-tissue injuries including the number or incidence. 15 studies were eligible for inclusion. Overall match and training injury incidence ranged from 3.3 to 218.0 injuries/1000 player match hours and 0.1-6.1 injuries/1000 player training hours, respectively. Muscle and tendon as well as joint (non-bone) and ligament injuries were the most frequently occurring injuries. The lower limb was the most prevalent injury location. Injury incidence was higher in professional rugby union players than non-professional players. Contact events were responsible for the greatest injury incidence. For non-contact mechanisms, running was responsible for the highest injury incidence. Inconsistent injury definitions hindered reliable comparison of injury data. The lack of reporting training volumes in hours per player per week limited the ability to investigate associations between training volume and injury incidence. A higher level of play may result in higher match injury incidence. Muscle and tendon injuries were the most common type of soft tissue injury, while the lower limb was the most common location of injury in rugby union players, and running was responsible for the highest injury incidence during non-contact events. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  9. Evaluation of an online training program in eating disorders for health professionals in Australia.

    Science.gov (United States)

    Brownlow, Rachel S; Maguire, Sarah; O'Dell, Adrienne; Dias-da-Costa, Catia; Touyz, Stephen; Russell, Janice

    2015-01-01

    Early detection and treatment of eating disorders is instrumental in positive health outcomes for this serious public health concern. As such, workforce development in screening, diagnosis and early treatment of eating disorders is needed. Research has demonstrated both high rates of failure to accurately diagnose and treat cases early and low levels of perceived access to training in eating disorders by health professionals-representing an urgent need for clinician training in this area. However, significant barriers to the access of evidence-based training programs exist, including availability, cost and time, particularly when large geographic distances are involved. Online learning presents a solution to workforce challenges, as it can be delivered anywhere, at a fraction of the cost of traditional training, timing is user controlled, and a growing body of research is demonstrating it as effective as face-to-face training. The Centre for Eating and Dieting Disorders in Australia has developed an Online Training Program In Eating Disorders, to educate health professionals in the nature, identification, assessment and management of eating disorders. The aim of the current study was to evaluate the ability of this online learning course to improve clinician levels of knowledge, skill and confidence to treat eating disorders. As well as its effect on stigmatised beliefs about eating disorders known to effect treatment delivery. One-hundred-eighty-seven health professionals participated in the program. A pre training questionnaire and a post training evaluation examined participants' levels of knowledge, skill and confidence to treat eating disorders, as well attitudes and beliefs about people with eating disorders. Significant improvements in knowledge, skill, and confidence to treat eating disorders was found between pre and post program assessment in health professionals who completed the course, along with a significant decrease in stigmatised beliefs about

  10. The INSTN trains the future professionals of nuclear industry

    International Nuclear Information System (INIS)

    Correa, P.

    2017-01-01

    The INSTN (Institute for Nuclear Sciences and Nuclear Technologies) is the applied school in nuclear technologies that has been present for 60 years for specialized training and vocational training. The integration of numerical technologies has allowed INSTN to adapt its way of teaching and to overcome difficulties like distances and to propose for instance practical exercises on the ISIS experimental reactor through the web for foreign graduate schools. The INSTN has realized its first SPOC (Small Private Online Course) and is preparing 2 MOOC (Massive Open Online Course). Since 2016, the INSTN has become 1 of the 2 training centers appointed as 'collaborating center' by the IAEA in the field of nuclear technologies and their industrial and radio-pharmaceutical applications. (A.C.)

  11. Training of Professionals from the Family Health Strategy for Psychosocial Care for the Elderly

    Directory of Open Access Journals (Sweden)

    Verônica Lourdes Lima Batista Maia

    2017-01-01

    Full Text Available Background: Mental disorders of the elderly constitute a public health problem due to their high prevalence, shortage of specialized services offered in Brazil, difficulties of access by the population and deficiency in the training of professionals of the Family Health Strategy for the identification, receptiveness and psychosocial assistance to the elderly. Objectives: To analyze the training of professionals of the Family Health Strategy on psychosocial care for the elderly in the context of the Psychosocial Care Network – RAPS (Rede de Atenção Psicossocial, and to discuss how professional training influences the care provided to the elderly. Methodology: Descriptive, qualitative study carried out with 31 professionals, 13 physicians and 18 nurses, who work at the Family Health Strategy of the city of Picos, Piauí, Brazil. The data were collected in January 2016, through a semi-structured interview guide, processed by the IRAMUTEQ software and analyzed by means of the Descending Hierarchical Classification. Results: The results were presented in three segments, namely: 1. The practice of professionals from the Family Health Strategy in psychosocial care in the family context; 2. Training of specialized professionals, in the attention to the elderly, in the Family Health Strategy; 3. The Psychosocial Attention Network in the care of elderly users of alcohol and other drugs; Conclusion: Health professionals have difficulties in dealing with the elderly with mental disorders in basic care. In order to facilitate access to specialized health services and to develop actions for social reintegration, prevention and harm reduction, it is necessary to implement a policy of ongoing training and education for health professionals to improve care for the elderly. Keywords: Aging; Mental Health; Mental disorders; Family Health Strategy.

  12. Job training is a need for professional career Labor Education

    Directory of Open Access Journals (Sweden)

    Martha Linares-Blanco

    2017-03-01

    Full Text Available The article deals with the labor dimension of the training process, as generalizing component in the preparation of learners, given the dialectical unity of its instructional, educational and developmental functions; establishing the relationship of the same with the four pillars of education for the twenty-first century, declared by UNESCO. Given that job training requires fostering knowledge as a basis for an operating instrumental performance marked by its polytechnic-labor character, supplemented by adequate and appropriate attitude of social coexistence that integrates qualities like respect, cooperation, responsibility and awareness of producers.

  13. Moral and Aesthetic Aspect of the Professional Training of Teachers

    Directory of Open Access Journals (Sweden)

    Olena Budnyk

    2017-06-01

    Full Text Available The article highlights the results of diagnosis of forming moral and aesthetic component of personal and professional readiness of teachers to educational activities in school. The study of moral and aesthetic readiness of students was conveyed using the method of diagnosis empathetic abilities (V. Boyko, the author's methods of detection of readiness for activities of actional moral and aesthetic sense and personal predisposition to conflict behavior (test K. Thomas. The experiment proved that future teachers have had developed moral ideals and spiritual values; and formed aesthetic consciousness (feelings, attitudes, tastes, needs, feelings and motivation and are ready for active transformative activities in the system of interpersonal communication. The majority of future teachers who participated in the study display a lack of following formed skills and abilities: attention, perception and thinking focused on the state, problems and behavior of another person; emotional sensitivity, the abilities to observe behavior of a partner, traits that promote openness, the ability to understand another person on the mutual basis due to emotional flexibility and the ability to accept other behaviour. This may adversely affect their future professional activities, including working with neglected pupils and their parents. The author considers that a high level of moral consciousness of a teacher being a unity of rational and sensual aspects to facilitate moral and aesthetic relations in professional collaboration.

  14. Does it work? The Effect of Continuing Training on Labour Market Outcomes

    DEFF Research Database (Denmark)

    Dieckhoff, Martina

    2007-01-01

    This article investigates the impact of continuing education and training for adults on labour market performance in Germany, Denmark and the UK. The central hypothesis is that training outcomes differ across countries, and that this heterogeneity in outcomes is due to institutional differences......, which may affect the quality of the training provided. Drawing on data coming from the European Community Household Panel the article analyses (1) how far continuing training reduces the risk of future unemployment spells, (2) if training increases the odds of re-entering the labour market given...

  15. The role of legitimation in the professional socialization of second-year undergraduate athletic training students.

    Science.gov (United States)

    Klossner, Joanne

    2008-01-01

    Professional socialization during formal educational preparation can help students learn professional roles and can lead to improved organizational socialization as students emerge as members of the occupation's culture. Professional socialization research in athletic training is limited. To present the role of legitimation and how it influences the professional socialization of second-year athletic training students. Modified constructivist grounded theory and case study methods were used for this qualitative study. An accredited undergraduate athletic training education program. Twelve second-year students were selected purposively. The primary sample group (n = 4) was selected according to theoretical sampling guidelines. The remaining students made up the cohort sample (n = 8). Theoretically relevant data were gathered from 14 clinical instructors to clarify emergent student data. Data collection included document examination, observations, and interviews during 1 academic semester. Data were collected and analyzed through constant comparative analysis. Data triangulation, member checking, and peer-review strategies were used to ensure trustworthiness. Legitimation from various socializing agents initiated professional socialization. Students viewed trust and team membership as rewards for role fulfillment. My findings are consistent with the socialization literature that shows how learning a social or professional role, using rewards to facilitate role performance, and building trusting relationships with socializing agents are important aspects of legitimation and, ultimately, professional socialization.

  16. Fertility and the fast-track: Continued childbearing among professionals in Sweden, 1991-2009

    Directory of Open Access Journals (Sweden)

    Maria Stanfors

    2014-08-01

    Full Text Available Background: During recent decades women have made considerable advances in education and the labor market, even in fast-track professions such as law, medicine, and academia. While women have entered high-status professions, the career paths of some jobs have changed little and are still inflexible, which implies that professional gains may be offset by familial losses. Objective: We investigate continued childbearing, focusing on the relationship between occupation and second and third births, among highly educated men and women in three high-status professions. Methods: We analyze the determinants of having a second or a third birth using longitudinal data from population registers in Sweden, 1991-2009. We use descriptive statistics and logistic models. Results: Net of demographic and socioeconomic controls, medical doctors are more likely to continue childbearing than lawyers and academics, irrespective of parity and gender. The patterns that emerge are independent of income. Public sector work is conducive to continued childbearing, especially for women. Conclusions: Although there are more opportunities to combine career and family in Sweden than in many other countries, this does not hold equally for all. The results indicate that working conditions and career structures contribute to making it easier for some groups than others to combine a professional career and children. Patterns that emerge reflect that women and men are not equally sensitive to career structures that imply a tradeoff between career and children at an early stage of the career. This puts policies promoting work and family for all into perspective.

  17. Vocational Training and Professional Development: A Capability Perspective

    Science.gov (United States)

    Lambert, Marion; Vero, Josiane; Zimmermann, Benedicte

    2012-01-01

    Lifelong learning has become one of the keys to making workers' career paths more secure at both the French and the European policy level. However, the implementation of these policy lines raises delicate questions as to how the responsibility for vocational training should be shared among employees, employers and public institutions. The…

  18. Salutogenetic approach to professional training of future teachers

    Directory of Open Access Journals (Sweden)

    Ionova O.M.

    2015-02-01

    Full Text Available Purpose: disclosure of a nature and characteristics of the Movement for the renewal of adult education (New Adult Learning Movement - NALM as salutogenetic approach to the training of future teachers. Results: to analyze the nature and characteristics of salutogenetic approach to training of future teachers, which is based on anthroposophical methodological foundations and practically realized in the world as Movement for the renewal of adult education. Described the theoretical basis and direction of training (academic training, learning experiences, inner spiritual development, that allow to activate the internal intention of the person, arouse will of students to learn throughout life and contributes to the healthy development of the whole structure of the individual. Conclusions: were reported health saving forms and methods of education of future teachers: the organization of health-improving educational space, development of integrated programs (integration of educational elements - lectures, discussions, group work, project work, art classes, social exercises, etc., the rhythmic organization of educational process taking into account the human biorhythms, work with the biography of a man, pedagogical diagnostics and etc.

  19. Professional Training of Specialists in International Marketing in Poland

    Science.gov (United States)

    Zukowski, Wojciech

    2015-01-01

    Polish experience in training specialists in international marketing in the context of globalization and integration processes has been studied. A range of theoretical resources, namely Market Entry Strategy for Poland; the articles dedicated to international marketing and economy development (W. Grzegorczyk, M. Viachevskyi, M. Urbanetst); program…

  20. Training of nuclear power professionals in international courses

    International Nuclear Information System (INIS)

    Kanter, M.A.

    1979-01-01

    Argonne National Laboratory has presented nine international courses in the IAEA Nuclear Power Training Program. Five have been overview courses fifteen weeks in length and four have been specialized courses ranging from five to nine weeks. A total of 286 participants from 38 countries have been traned in these courses. The Argonne courses comprise approximately 40% of the Agency's program, which is also carried out in France, Spain, and the Federal Republic of Germany. The two types of overview courses, one covering the planning phase of a project and the other the construction and operation phase, surveyed all aspects of nuclear power programs--economic, managerial, regulatory, and technical. Experience has shown that the majority of the participants in those courses had concentrated interest in specialized areas. Specialized courses have now been offered on five specific subjects. Based on past course evaluations by our staff, 37% of those trained were judged capable of making significant contribution to their country's nuclear program, 44% were judged potentially capable of such contributions, 17% were capable of only limited contribution, and 2% were inappropriately selected. Participation in international training has been very useful because of the exposure to working experts and because of the interaction between participants from the different developing countries. It is clear that such courses of moderate length sometimes attract senior management personnel, but in general can best be directed to responsible staff at middle management levels. More junior staff would be more effectively trained at the national level. Preliminary results of a Center survey of those participants who were trained two years ago have confirmed these conclusions

  1. Virtual reality interactive simulator for training health care professionals in the use of ionising radiations

    Energy Technology Data Exchange (ETDEWEB)

    Carvalho, Jaime B. de; Silveira, Jefferson Lima da, E-mail: jaimecarvalho4318@hotmail.com [Centro Universitário Carioca (UniCarioca), Rio de Janeiro, RJ (Brazil); Mól, Antônio Carlos de Abreu; Legey, Ana Paula; Santo, André Cotelli E.; Marins, Eugenio; Nascimento, Ana Cristina de Holanda; Suita, Júlio Cezar [Instituto de Engenharia Nuclear (IEN/CNEN-RJ), Rio de Janeiro, RJ (Brazil)

    2017-07-01

    The application of ionizing radiation in medicine requires a rigorous attention to procedures in order to minimize the risks to the health care professional and to the patient. Risk minimization involves the training of the professional and the adequacy of the facilities. Virtual Reality (VR) is an already consolidated tool for training procedures, including those of the health sciences. In this context, an interactive VR simulator representing a radiotherapy room (bunker) for training health care professionals and the inspectors of such facilities was developed. This VR model allows the user to perform the normal activities on the operation and the inspection procedures of the facility. The model was based on the blueprints of a real radiotherapy clinic. The virtual model of the radiotherapy bunker, developed at the Institute of Nuclear Engineering, was presented to experts of the General Coordination of Medical and Industrial Facilities of CNEN and is in the process of receiving small modifications to the specific needs for its adequateness, as a training tool, in a training course, sponsored by the International Atomic Energy Agency (IAEA), for inspectors of radiotherapy installations. This work shows the possibility of using Virtual Reality in the development of training tools for professionals working in radioactive installations. (author)

  2. Virtual reality interactive simulator for training health care professionals in the use of ionising radiations

    International Nuclear Information System (INIS)

    Carvalho, Jaime B. de; Silveira, Jefferson Lima da; Mól, Antônio Carlos de Abreu; Legey, Ana Paula; Santo, André Cotelli E.; Marins, Eugenio; Nascimento, Ana Cristina de Holanda; Suita, Júlio Cezar

    2017-01-01

    The application of ionizing radiation in medicine requires a rigorous attention to procedures in order to minimize the risks to the health care professional and to the patient. Risk minimization involves the training of the professional and the adequacy of the facilities. Virtual Reality (VR) is an already consolidated tool for training procedures, including those of the health sciences. In this context, an interactive VR simulator representing a radiotherapy room (bunker) for training health care professionals and the inspectors of such facilities was developed. This VR model allows the user to perform the normal activities on the operation and the inspection procedures of the facility. The model was based on the blueprints of a real radiotherapy clinic. The virtual model of the radiotherapy bunker, developed at the Institute of Nuclear Engineering, was presented to experts of the General Coordination of Medical and Industrial Facilities of CNEN and is in the process of receiving small modifications to the specific needs for its adequateness, as a training tool, in a training course, sponsored by the International Atomic Energy Agency (IAEA), for inspectors of radiotherapy installations. This work shows the possibility of using Virtual Reality in the development of training tools for professionals working in radioactive installations. (author)

  3. Preferences for and Barriers to Formal and Informal Athletic Training Continuing Education Activities

    Science.gov (United States)

    Armstrong, Kirk J.; Weidner, Thomas G.

    2011-01-01

    Context: Our previous research determined the frequency of participation and perceived effect of formal and informal continuing education (CE) activities. However, actual preferences for and barriers to CE must be characterized. Objective: To determine the types of formal and informal CE activities preferred by athletic trainers (ATs) and barriers to their participation in these activities. Design: Cross-sectional study. Setting: Athletic training practice settings. Patients or Other Participants: Of a geographically stratified random sample of 1000 ATs, 427 ATs (42.7%) completed the survey. Main Outcome Measure(s): As part of a larger study, the Survey of Formal and Informal Athletic Training Continuing Education Activities (FIATCEA) was developed and administered electronically. The FIATCEA consists of demographic characteristics and Likert scale items (1 = strongly disagree, 5 = strongly agree) about preferred CE activities and barriers to these activities. Internal consistency of survey items, as determined by Cronbach α, was 0.638 for preferred CE activities and 0.860 for barriers to these activities. Descriptive statistics were computed for all items. Differences between respondent demographic characteristics and preferred CE activities and barriers to these activities were determined via analysis of variance and dependent t tests. The α level was set at .05. Results: Hands-on clinical workshops and professional networking were the preferred formal and informal CE activities, respectively. The most frequently reported barriers to formal CE were the cost of attending and travel distance, whereas the most frequently reported barriers to informal CE were personal and job-specific factors. Differences were noted between both the cost of CE and travel distance to CE and all other barriers to CE participation (F1,411 = 233.54, P formal CE activities. The same barriers (eg, cost, travel distance) to formal CE appeared to be universal to all ATs. Informal CE was

  4. "Once when i was on call...," theory versus reality in training for professionalism.

    Science.gov (United States)

    Eggly, Susan; Brennan, Simone; Wiese-Rometsch, Wilhelmine

    2005-04-01

    To identify the degree to which interns' reported experiences with professional and unprofessional behavior converge and/or diverge with ideal professional behavior proposed by the physician community. Interns at Wayne State University's residency programs in internal medicine, family medicine, and transitional medicine responded to essay questions about their experience with professional and unprofessional behavior as part of a curriculum on professionalism. Responses were coded for whether they reflected each of the principles and responsibilities outlined in a major publication on physician professionalism. Content analysis included the frequencies with which the interns' essays reflected each principle or responsibility. Additionally, a thematic analysis revealed themes of professional behavior that emerged from the essays. Interns' experiences with professional and unprofessional behavior most frequently converged with ideal behavior proposed by the physician community in categories involving interpersonal interactions with patients. Interns infrequently reported experiences involving behavior related to systems or sociopolitical issues. Interns' essays reflect their concern with interpersonal interactions with patients, but they are either less exposed to or less interested in describing behavior regarding systems or sociopolitical issues. This may be due to their stage of training or to the emphasis placed on interpersonal rather than systems or sociopolitical issues during training. The authors recommend future proposals of ideal professional behavior be revised periodically to reflect current experiences of practicing physicians, trainees, other health care providers and patients. Greater educational emphasis should be placed on the systems and sociopolitical environment in which trainees practice.

  5. Report on a Continuing Professional Education Needs Assessment among Library Personnel in The Bahamas

    Directory of Open Access Journals (Sweden)

    Elsie Bain

    2016-10-01

    Full Text Available The College of The Bahamas Libraries and Instructional Media Services department is the premier academic and research library in the country. Its mission is to meet the needs and expectations of its patrons by acquiring and maintaining extensive physical and digital repositories of resources to support teaching and research. During a library symposium held in 2016 the planning committee surveyed attendees to gather information about their educational background and needs and goals for continuing professional education. The article summarizes the findings and potential implications of the survey.

  6. Continuing Professional Education in Open Access - a French-German Survey

    Directory of Open Access Journals (Sweden)

    Achim Oßwald

    2016-08-01

    Full Text Available While open access (OA has become a significant part of scientific communication and academic publishing, qualification issues have been out of focus in the OA community until recent years. Based on findings about the qualification for OA within university-based programs in France and Germany the authors surveyed continuing professional education activities regarding OA in both countries in the years 2012-2015. The results indicate that there are different types of events qualifying for OA and reveal a lack of coherent concepts for different target groups. Until now traditional presentation formats have been dominant. Formats for distance learning, like MOOCs or webinars, might serve different needs and interests.

  7. Learning by doing. Training health care professionals to become facilitator of moral case deliberation.

    Science.gov (United States)

    Stolper, Margreet; Molewijk, Bert; Widdershoven, Guy

    2015-03-01

    Moral case deliberation (MCD) is a dialogue among health care professionals about moral issues in practice. A trained facilitator moderates the dialogue, using a conversation method. Often, the facilitator is an ethicist. However, because of the growing interest in MCD and the need to connect MCD to practice, healthcare professionals should also become facilitators themselves. In order to transfer the facilitating expertise to health care professionals, a training program has been developed. This program enables professionals in health care institutions to acquire expertise in dealing with moral questions independent of the expertise of an (external) ethicist. Over the past 10 years, we developed a training program with a specific mix of theory and practice, aiming to foster the right attitude, skills and knowledge of the trainee. The content and the didactics of the training developed in line with the philosophy of MCD: pragmatic hermeneutics, dialogical ethics and Socratic epistemology. Central principles are: 'learning by doing', 'reflection instead of ready made knowledge', and 'dialogue on dialogue'. This paper describes the theoretical background and the didactic content of the current training. Furthermore, we present didactic tools which we developed for stimulating active learning. We also go into lessons we learned in developing the training. Next, we provide some preliminary data from evaluation research of the training program by participants. The discussion highlights crucial aspects of educating professionals to become facilitators of MCD. The paper ends with concluding remarks and a plea for more evaluative evidence of the effectiveness and meaning of this training program for doing MCD in institutions.

  8. Systematic Approach to Training and Professional Development Specialists of Physical Protection, Accounting and Control of Nuclear Materials in Ukraine

    International Nuclear Information System (INIS)

    Klos, Nataliia

    2014-01-01

    Conclusion: 1. Ukraine has created the State system for professional training, retraining and professional development of specialists in physical protection, accounting and control of nuclear materials. 2. Ukraine has founded profession physical protection, accounting and control of nuclear materials

  9. Developing and pilot testing a comprehensive health literacy communication training for health professionals in three European countries

    NARCIS (Netherlands)

    Kaper, Marise S; Sixsmith, Jane; Koot, Jaap A R; Meijering, Louise B; van Twillert, Sacha; Giammarchi, Cinzia; Bevilacqua, Roberta; Barry, Margaret M; Doyle, Priscilla; Reijneveld, Sijmen A; de Winter, Andrea F

    Objective: Skills to address different health literacy problems are lacking among health professionals. We sought to develop and pilot test a comprehensive health literacy communication training for various health professionals in Ireland, Italy and the Netherlands. Methods: Thirty health

  10. Regulation and registration as drivers of continuous professional competence for Irish pre-hospital practitioners: a discussion paper.

    Science.gov (United States)

    Knox, S; Dunne, S S; Hughes, M; Cheeseman, S; Dunne, C P

    2016-05-01

    The regulatory body responsible for the registration of Irish pre-hospital practitioners, the Pre-Hospital Emergency Care Council (PHECC), identified the need to implement a continuing professional competence (CPC) framework. The first cycle of CPC (focused on emergency medical technicians) commenced in November 2013 creating for the first time a formal relationship between continuing competence and registration to practice. To review current literature and to describe benefits and challenges relevant to CPC, regulation, registration and their respective contributions to professionalism of pre-hospital practitioners: advanced paramedics, paramedics and emergency medical technicians. Online search of cumulative index to nursing and allied health literature (CINAHL Plus with Full Text), Allied and Complementary Medicine (AMED) and 'Pubmed' databases using: 'Continuous Professional Development'; 'Continuous Professional Development'; 'emergency medical technician'; 'paramedic'; 'registration'; 'regulation'; and "profession' for relevant articles published since 2004. Additional policy documents, discussion papers, and guidance documents were identified from bibliographies of papers found. Reports, governmental policies for other healthcare professions, and professional developments internationally for allied professions (e.g., nursing, physiotherapy and medicine) link maintenance of competence with requirements for registration to practice. We suggest that evolving professionalisation of Irish paramedics should be affirmed through behaviours and competencies that incorporate adherence to professional codes of conduct, reflective practice, and commitment to continuing professional development. While the need for ambulance practitioner CPD was identified in Ireland almost a decade ago, PHECC now has the opportunity to introduce a model of CPD for paramedics linking competence and professionalism to annual registration.

  11. A method for determining the content of knowledge training for nuclear professionals

    International Nuclear Information System (INIS)

    Scott, C.K.

    2004-01-01

    A developer of knowledge training materials for nuclear professionals is faced with the challenge of determining the appropriate scope and depth of training. This paper presents a method for establishing the content starting from overall objectives of the activity and breaking it down into the job and task level of an individual's specific jobs and tasks. Nuclear safety training is used as an example. In this case there are four stages of break down in the knowledge base before its implementation in jobs and tasks of the station's work processes. This process also satisfies the training principles for enabling effective operational decision making. (author)

  12. Survey of practices around pharmaceutical company funding for continuing professional development among medical oncologists and trainees in Australia.

    Science.gov (United States)

    Lee, Yeh Chen; Kroon, René; Koczwara, Bogda; Haines, Ian; Francis, Kay; Millward, Michael; Kefford, Richard; Olver, Ian; Mileshkin, Linda

    2017-08-01

    The completion of continuing professional development (CPD) is mandatory for medical oncologists and trainees (MO&T). Pharmaceutical companies may fund some CPD activities, but there is increasing debate about the potential for conflicts of interest (COI). To assess current practices around funding to attend CPD activities. An electronic survey was distributed to Australian MO&T. The survey asked questions about current practices, institutional policies and perceptions about attending CPD funded by pharmaceutical companies. The design looked at comparing responses between MO&T as well as their understanding of and training around institutional and ethical process. A total of 157 of 653 (24%) responses was received, the majority from MO (76%). Most CPD activities attended by MO&T were self-funded (53%), followed by funding from institutions (19%), pharmaceutical companies (16%) and salary award (16%). Most institutions allowed MO&T to receive CPD funding from professional organisations (104/157, 66%) or pharmaceutical companies (90/157, 57%). A minority of respondents (13/157, 8%) reported that the process to use pharmaceutical funds had been considered by an ethics committee. Although 103/157 (66%) had received pharmaceutical funding for CPD, most (109/157, 69%) reported never receiving training about potential COI. The lack of education was more noticeable among trainees (odds ratio (OR) 8.61, P = 0.02). MO&T acknowledged the potential bias towards a pharmaceutical product (P = 0.05) but believed there was adequate separation between themselves and pharmaceutical companies (P < 0.01). Majority of CPD attended by MO&T is self-funded. There is lack of clarity in institutional policies regarding external funding support for CPD activities. Formal education about potential COI is lacking. © 2017 Royal Australasian College of Physicians.

  13. An integrative review of e-learning in the delivery of self-management support training for health professionals.

    Science.gov (United States)

    Lawn, Sharon; Zhi, Xiaojuan; Morello, Andrea

    2017-10-10

    E-learning involves delivery of education through Information and Communication Technology (ITC) using a wide variety of instructional designs, including synchronous and asynchronous formats. It can be as effective as face-to-face training for many aspects of health professional training. There are, however, particular practices and skills needed in providing patient self-management support, such as partnering with patients in goal-setting, which may challenge conventional practice norms. E-learning for the delivery of self-management support (SMS) continuing education to existing health professionals is a relatively new and growing area with limited studies identifying features associated with best acquisition of skills in self-management support. An integrative literature review examined what is known about e-learning for self-management support. This review included both qualitative and quantitative studies that focused on e-learning provided to existing health professionals for their continuing professional development. Papers were limited to those published in English between 2006 and 2016. Content analysis was used to organize and focus and describe the findings. The search returned 1505 articles, with most subsequently excluded based on their title or abstract. Fifty-two full text articles were obtained and checked, with 42 excluded because they did not meet the full criteria. Ten peer-reviewed articles were included in this review. Seven main themes emerged from the content analysis: participants and professions; time; package content; guiding theoretical framework; outcome measures; learning features or formats; and learning barriers. These themes revealed substantial heterogeneity in instructional design and other elements of e-learning applied to SMS, indicating that there is still much to understand about how best to deliver e-learning for SMS skills development. Few e-learning approaches meet the need for high levels of interactivity, reflection

  14. Cultural diversity training for UK healthcare professionals: a comprehensive nationwide cross-sectional survey.

    Science.gov (United States)

    Bentley, Paul; Jovanovic, Ana; Sharma, Pankaj

    2008-10-01

    Healthcare inequalities within the UK based on patients' ethnicity have been found over the last five years in a large number of medical specialties. One possible explanation for this lies in ignorance of ethnic minority healthcare needs among professionals. Cultural diversity programmes have been shown to improve patient outcomes including compliance, yet these are not as yet requirements for any UK healthcare professionals with the exception of psychiatrists. This paper documents the frequency, regional variation, characteristics and motivations for cultural diversity training through a questionnaire survey of the educational leads of every UK medical school, postgraduate deanery and schools of nursing, physiotherapy, occupational therapy, speech and language therapy, and pharmacy. The results showed a wide variation in teaching practices between healthcare professions and geographical regions. This study provides evidence for the need for national guidelines to incorporate cultural competency training by all UK healthcare professional training bodies.

  15. Core competencies for health professionals' training in pediatric behavioral sleep care: a Delphi study.

    Science.gov (United States)

    Boerner, Katelynn E; Coulombe, J Aimée; Corkum, Penny

    2015-01-01

    The need to train non-sleep-specialist health professionals in evidence-based pediatric behavioral sleep care is well established. The objective of the present study was to develop a list of core competencies for training health professionals in assisting families of 1- to 10-year old children with behavioral insomnia of childhood. A modified Delphi methodology was employed, involving iterative rounds of surveys that were administered to 46 experts to obtain consensus on a core competency list. The final list captured areas relevant to the identification and treatment of pediatric behavioral sleep problems. This work has the potential to contribute to the development of training materials to prepare non-sleep-specialist health professionals to identify and treat pediatric behavioral sleep problems, ideally within stepped-care frameworks.

  16. Structural-functional model of medical students’ professional-applied physical training

    Directory of Open Access Journals (Sweden)

    A.V. Petryshyn

    2016-10-01

    Full Text Available Purpose: to work out and experimentally prove model of professional-applied physical training of medical higher educational establishments’ students. Material: in the research 80 students participated. In questioning physical education instructors of medical higher education establishments (n=20 participated. Results: influence of students’ professionally important characteristics on general physical fitness indicators and functional state has been shown. Directions of students’ physical fitness parameters’ individual diagnostic and control over physical education effectiveness have been offered. Volumes of physical exercises in the structure of training have been found: special training (15-20% and competition exercises (20-30%. Conclusions: the need in raising the level of professionally important for students’ abilities has been noted: speed power, static power endurance, power endurance, coordination of arms’ movements, static balance.

  17. Measuring outcomes of communication partner training of health care professionals:

    DEFF Research Database (Denmark)

    Isaksen, Jytte; Jensen, Lise Randrup

    health care, and other communicative exchanges associated with appropriate health care [3]. As a consequence of these challenges in patient-provider communication, implementation of evidence- based methods of communication partner training is becoming increasingly frequent in different health care...... with large groups of trainees, e.g. all staff from a ward. Self-rating questionnaires, however, present another set of issues when used as outcome measures, including the need to examine their content validity, reliability and sensitivity to change [9]. This work appears to be lacking for most...... of the available questionnaires. However, it is important in order to lay the groundwork for future studies, which compare the efficacy and outcome of different methods of implementing conversation partner training in clinical practice. Aims: The overall purpose of this round table is to: 1. provide an overview...

  18. Professional Training Of Specialists In International Marketing In Poland

    OpenAIRE

    Żukowski Wojciech

    2015-01-01

    Polish experience in training specialists in international marketing in the context of globalization and integration processes has been studied. A range of theoretical resources, namely Market Entry Strategy for Poland; the articles dedicated to international marketing and economy development (W. Grzegorczyk, M. Viachevskyi, M. Urbanetst); program specifications and structures at Polish universities, namely University of Lodz and Collegium Civitas, have been analyzed. It has been defined that...

  19. Improving of professional training of future primary school teachers by means of independent work

    Directory of Open Access Journals (Sweden)

    Інна Анатоліївна Нагрибельна

    2015-03-01

    Full Text Available The issue of independent professional and methodological training of future primary school teachers in the context of higher education reforming in Ukraine is analyzed in the article. The attention is focused on the role of independent work as an important means of students' professional development. The model of the individual work topic in the course "Methods of Teaching Ukrainian Language" is given

  20. Establishment of Experimental Equipment for Training of Professionals in the Nuclear Radiation Measurement

    Energy Technology Data Exchange (ETDEWEB)

    Ahn, S. K.; Seo, K. W.; Joo, Y. C.; Kim, I. C.; Woo, C. K.; Yoo, B. H. [Korea Atomic Energy Research Institute, Daejeon (Korea, Republic of)

    2008-09-15

    The main purpose of this project is to establish experimental equipment for training of professionals and students in the field of radiation measurement, and settle the foundation for the advanced education system and program. The priority for the experimental equipment had been deduced by reviewing of the Nuclear Training and Education Center of KAERI and other country's training courses. Equipment for training of radiation professionals are High-Purity Germanium spectroscopic systems, alpha analyzers, and hand-held gamma/neutron inspector systems. For the basic experiments, electric personal dosimeters and a reader, radiation survey meters, and various alpha, beta and gamma radiation isotopes have been equipped. Some old or disused equipment and devices were disposed and re-arranged, and a new experiment lab had been settled for gamma spectroscopy. Along with the preparation of equipment, 14 experimental modules have been selected for practical and essential experiments training to professionals from industries, universities and research organizations. Among the modules, 7 important experiment notes had been prepared in Korea and also in English. As a consequence, these advanced radiation experimental setting would be a basis to cooperate with IAEA or other countries for international training courses. These activities would be a foundation for our contribution to the international nuclear society and for improving our nuclear competitiveness. The experimental equipment and application notes developed in this study will be used also by other training institutes and educational organizations through introducing and encouraging to use them to the nuclear society.

  1. Establishment of Experimental Equipment for Training of Professionals in the Nuclear Radiation Measurement

    International Nuclear Information System (INIS)

    Ahn, S. K.; Seo, K. W.; Joo, Y. C.; Kim, I. C.; Woo, C. K.; Yoo, B. H.

    2008-09-01

    The main purpose of this project is to establish experimental equipment for training of professionals and students in the field of radiation measurement, and settle the foundation for the advanced education system and program. The priority for the experimental equipment had been deduced by reviewing of the Nuclear Training and Education Center of KAERI and other country's training courses. Equipment for training of radiation professionals are High-Purity Germanium spectroscopic systems, alpha analyzers, and hand-held gamma/neutron inspector systems. For the basic experiments, electric personal dosimeters and a reader, radiation survey meters, and various alpha, beta and gamma radiation isotopes have been equipped. Some old or disused equipment and devices were disposed and re-arranged, and a new experiment lab had been settled for gamma spectroscopy. Along with the preparation of equipment, 14 experimental modules have been selected for practical and essential experiments training to professionals from industries, universities and research organizations. Among the modules, 7 important experiment notes had been prepared in Korea and also in English. As a consequence, these advanced radiation experimental setting would be a basis to cooperate with IAEA or other countries for international training courses. These activities would be a foundation for our contribution to the international nuclear society and for improving our nuclear competitiveness. The experimental equipment and application notes developed in this study will be used also by other training institutes and educational organizations through introducing and encouraging to use them to the nuclear society

  2. Evaluation of a Continuing Education Training on Client Financial Capability

    Science.gov (United States)

    Frey, Jodi Jacobson; Svoboda, Deborah; Sander, Rebecca L.; Osteen, Philip J.; Callahan, Christine; Elkinson, Audrey

    2015-01-01

    The researchers conducted an evaluation study assessing outcomes among 37 social workers who completed a continuing education course on financial capability and working with clients. Key constructs assessed included participants' attitudes about financial capability, self-efficacy to provide services, organizational barriers, and basic financial…

  3. Designing Continuing Professional Development MOOCs to promote the adoption of OER and OEP

    Directory of Open Access Journals (Sweden)

    Shironica Priyanthi Karunanayaka

    2018-04-01

    Full Text Available There is growing interest in the adoption of open educational resources (OER and open educational practices (OEP in a variety of contexts. Continuing professional development (CPD among practitioners in the effective adoption of OER and OEP is critical in this scenario. Massive open online courses (MOOCs, which also grew as part of the open education movement, provide a feasible means for this purpose. MOOCs are considered a ‘disruptive innovation’ in making free and open learning opportunities accessible to large numbers. Yet, the design of an effective massive online course that is as robust as a great online course with smaller student numbers where good principles of teaching and learning are maintained, is very challenging. Most contemporary MOOCs tend to have a content-driven focus of knowledge transmission, deviating from its original focus of knowledge generation. With the intention of providing learning experiences to promote learner engagement with OER, rather than presenting content about OER, we designed four CPD MOOCs to support the integration of OER and adoption OEP by practitioners based on a scenario-based learning (SBL approach. This paper presents the analysis and design phases of this process, discussing the challenges faced and innovative strategies adopted in our pursuit to answer the question, “How best to design effective MOOCs on OER and OEP for continuing professional development of practitioners?”

  4. Recommendations for the development of e-modules for the continuing professional development of European dentists.

    Science.gov (United States)

    Kavadella, A; Kossioni, A E; Tsiklakis, K; Cowpe, J; Bullock, A; Barnes, E; Bailey, S; Thomas, H; Thomas, R; Karaharju-Suvanto, T; Suomalainen, K; Kersten, H; Povel, E; Giles, M; Walmsley, D; Soboleva, U; Liepa, A; Akota, I

    2013-05-01

    To provide evidence-based and peer-reviewed recommendations for the development of dental continuing professional development (CPD) learning e-modules. The present recommendations are consensus recommendations of the DentCPD project team and were informed by a literature research, consultations from e-learning and IT expert, discussions amongst the participants attending a special interest group during the 2012 ADEE meeting, and feedback from the evaluation procedures of the exemplar e-module (as described in a companion paper within this Supplement). The main focus of these recommendations is on the courses and modules organised and offered by dental schools. E-modules for dental CPD, as well as for other health professionals' continuing education, have been implemented and evaluated for a number of years. Research shows that the development of e-modules is a team process, undertaken by academics, subject experts, pedagogists, IT and web designers, learning technologists and librarians. The e-module must have clear learning objectives (outcomes), addressing the learners' individual needs, and must be visually attractive, relevant, interactive, promoting critical thinking and providing feedback. The text, graphics and animations must support the objectives and enable the learning process by creating an attractive, easy to navigate and interactive electronic environment. Technology is usually a concern for learners and tutors; therefore, it must be kept simple and interoperable within different systems and software. The pedagogical and technological proficiency of educators is of paramount importance, yet remains a challenge in many instances. The development of e-courses and modules for dental CPD is an endeavour undertaken by a group of professionals. It must be underpinned by sound pedagogical and e-learning principles and must incorporate elements for effective visual learning and visual design and a simple, consistent technology. © 2013 John Wiley & Sons A/S.

  5. The archivist as a modern information professional: analysis of skills in light of literature and curricular training and training course

    Directory of Open Access Journals (Sweden)

    Jorge Santa Anna

    2017-04-01

    Full Text Available The demands of the job market in the information field trigger the need to improve professional practices that refer to the curricular reform, due to the formation of competent professionals that meet the social needs. Archivists, when categorized as information professionals, also fit into this context, and must acquire the status of a Modern Information Professional (MIP. Thus, this study analyzes the skills of the MIP relating them to the archivist, based on literature and curricular training. Investigates in literature what has been published about the MIP; Compares MIP's skills to the archivist's; And investigates these skills in the field of archival training. Methodologically, a review of the MIP's skills and its relations to the archivists' and analysis of ten curricula of Brazilian archival schools was carried out, in order to detect subjects focused on the construction of MIP skills. After theoretical and documentary research, it was noticed that most of the studies (80% compare the MIP to the librarian. The literature is scarce (10% by directing the MIP to the archivist, but also without delineating it to specific professionals (10%. As for the academic formation, the schools, in general lines, offer subjects, whose curricular approach contemplates the four competences of the MIP. It was found that schools recognize the need to extend the skills of archivists to the point where they become MIPs, in order to adapt to the new challenges posed by the job market.

  6. Profile of weekly training load in elite male professional basketball players.

    Science.gov (United States)

    Manzi, Vincenzo; D'Ottavio, Stefano; Impellizzeri, Franco M; Chaouachi, Anis; Chamari, Karim; Castagna, Carlo

    2010-05-01

    The aim of this study was to examine the training load (TL) profile of professional elite level basketball players during the crucial parts of the competitive season (pre-play-off finals). Subjects were 8 full-time professional basketball players (age 28 +/- 3.6 years, height 199 +/-7.2 cm, body mass 102 +/- 11.5 kg, and body fat 10.4 +/- 1.5%) whose heart rate (HR) was recorded during each training session and their individual response to TL monitored using the session-rate of perceived exertion (RPE) method (200 training sessions). The association between the session-RPE method and training HR was used to assess the population validity of the session-RPE method. Significant relationships were observed between individual session-RPE and all individual HR-based TL (r values from 0.69 to 0.85; p 0.05). Elite male professional basketball imposes great physiological and psychological stress on players through training sessions and official competitions (1-2 per week). Consequently, the importance of a practical and valid method to assess individual TL is warranted. In this research, we demonstrated that session-RPE may be considered as a viable method to asses TL without the use of more sophisticated tools (i.e., HR monitors). The session-RPE method enabled the detection of periodization patterns in weekly planning in elite professional basketball during the crucial part of the competitive season (1 vs. 2 weekly fixtures model).

  7. Teachers' Continuing Professional Development in Primary Physical Education: Lessons from Present and Past to Inform the Future

    Science.gov (United States)

    Armour, Kathleen M.; Duncombe, Rebecca

    2004-01-01

    There is a growing recognition that teachers' learning, and effective policies and structures to support it, should be at the heart of government polices to improve standards in education (Day, 1999). In England, the continuing professional development (CPD) landscape for teachers is changing; and professional development in physical education…

  8. Psychological educational features of professional reflection levels in students of the teacher-training specialties

    Directory of Open Access Journals (Sweden)

    Asya A. Bekhoeva

    2015-03-01

    Full Text Available Shaping professional reflection of future teachers is of particular importance in the context of the modernization of the Russian education. However, despite the deep reflection of a problem in Russian pedagogical science the characteristics of development levels of pedagogical reflection among future teacher remains largely fragmented. The paper deals with professional and pedagogical reflection as a process of perceiving essential features of educational process by a teacher, summarizes the main theoretical and methodological approaches to this issue. The research is aimed to identify and describe levels of professional and pedagogical reflection among students. The research is divided in several stages: the stage of theoretical allocation of substantial components of professional pedagogical reflection, the stage of selecting proper research tools, ascertaining stage, and concluding stage. The conceptual basis of the research is to identify the main components that determine the following features of professional and pedagogical reflection: motivational, creative, emotional volitional, communicative, monitoring and evaluative. Based on the empirical results the levels of professional and pedagogical reflection of the students of the teacher-training specialties are identified. The first level is characterized by weak professional reflection and undifferentiated consciousness, self-awareness and self-esteem in the normal course of activities, the second level is associated with certain reflective activity and organization and is characterized by steady demand for professional and personal self-improvement. The indicator of the third level is high development of all components of professional reflection.

  9. Foreign Students’ Professional Training in Kazakhstan Higher Educational Institutions: Ethno-cultural Aspect

    Directory of Open Access Journals (Sweden)

    Nurmambek Ramashov

    2013-01-01

    Full Text Available The authors analyze the problem of ethno-cultural education, regulatory documents of Kazakhstan Republic in the sphere of education and define the ethno-cultural aspect of foreign students’ professional training in Kazakhstan higher educational institutions. The analysis of foreign students’ training in Kazakhstan higher educational institutions trends allowed to determine the following requirements: expansion of educational institutions chain and the types, inclusion of ethno-cultural component of youth ideological training in their programs and curricula; review and expansion of curricula and programs, providing the basis for a basic plan, state standards, enhancement and increase of humanitarian and cultural components in accordance with the training profile; introduction of ethnos history and its culture as the regional educational component and addition to the core subjects and courses. The idea of ethnic and cultural enrichment of the entire system of professional education in the country will make it humanized.

  10. Continuing medical education, continuing professional development, and knowledge translation: improving care of older patients by practicing physicians.

    Science.gov (United States)

    Thomas, David C; Johnston, Bree; Dunn, Kathel; Sullivan, Gail M; Brett, Belle; Matzko, Marilyn; Levine, Sharon A

    2006-10-01

    Many community-based internists and family physicians lack familiarity with geriatrics knowledge and best practices, but they face overwhelming fiscal and time barriers to expanding their skills and improving their behavior in the care of older people. Traditional lecture-and-slide-show continuing medical education (CME) programs have been shown to be relatively ineffective in changing this target group's practice. The challenge for geriatrics educators, then, is to devise CME programs that are highly accessible to practicing physicians, that will have an immediate and significant effect on practitioners' behavior, and that are financially viable. Studies of CME have shown that the most effective programs for knowledge translation in these circumstances involve what is known as active-mode learning, which relies on interactive, targeted, and multifaceted techniques. A systematic literature review, supplemented by structured interviews, was performed to inventory active-mode learning techniques for geriatrics knowledge and skills in the United States. Thirteen published articles met the criteria, and leaders of 28 active-mode CME programs were interviewed. This systematic review indicates that there is a substantial experience in geriatrics training for community-based physicians, much of which is unpublished and incompletely evaluated. It appears that the most effective methods to change behaviors involved multiple educational efforts such as written materials or toolkits combined with feedback and strong communication channels between instructors and learners.

  11. Continuous Inquiry Meets Continued Critique: The Professional Learning Community in Practice and the Resistance of (Un)Willing Participants

    Science.gov (United States)

    Elbousty, Youness; Bratt, Kirstin

    2010-01-01

    The term Professional Learning Community is commonplace, and it holds many meanings and suggestions. For the purpose of this essay, however, we discuss a specific Professional Learning Community (PLC) that was established in a high school, fifteen months prior to the application of a survey instrument to evaluate participants' perceptions on the…

  12. EMANCIPATING PERSPECTIVE FOR PROFESSIONAL TRAINING OF THE CITIZEN IN NURSING

    Directory of Open Access Journals (Sweden)

    Rita de Cassia Cordeiro de Oliveira

    2012-03-01

    Full Text Available The school constitutes an important space where people can experience a educational process and the construction of a Political-Pedagogical Project of its course. This study aims at describing the Political-Pedagogical Project according to the Diretrizes Curriculares Nacionais (National Curriculum Guide, in Portuguese from an emancipatory perspective for the training of nurses. The survey was carried out by consulting Central Library of Universidade Federal da Paraíba, researching on Internet and through personal collection of researchers. The steps followed in the study were: selection of material, analysis of specific literature, working on dissertation, and finally, presentation of ongoing results Formação Emancipadora em Enfermagem. It was found out that the Political-Pedagogical Project of the Nursing course at UFPB did not have significant involvement of professors and students. One concludes that this process must be inclusive, democratic and reflexive, to have unity between theory and practice, to adopt an integrated curriculum based on the concept of social critic pedagogy, so as to build up the training of the student. Therefore, this study can be useful to a wide range in the field of health education at university, with self-reflection or motivation for researching further on Political-Pedagogical Project.

  13. Emancipating perspective for professional training of the citizen in nursing

    Directory of Open Access Journals (Sweden)

    Rita de Cassia Cordeiro de Oliveira

    2012-01-01

    Full Text Available The school constitutes an important space where people can experience a educational process and the construction of a Political-Pedagogical Project of its course. This study aims at describing the Political-Pedagogical Project according to the Diretrizes Curriculares Nacionais (National Curriculum Guide, in Portuguese from an emancipatory perspective for the training of nurses. The survey was carried out by consulting Central Library of Universidade Federal da Paraíba, researching on Internet and through personal collection of researchers. The steps followed in the study were: selection of material, analysis of specific literature, working on dissertation, and finally, presentation of ongoing results. It was found out that the Political-Pedagogical Project of the Nursing course at UFPB did not have significant involvement of professors and students. One concludes that this process must be inclusive, democratic and reflexive, to have unity between theory and practice, to adopt an integrated curriculum based on the concept of social critic pedagogy, so as to build up the training of the student. Therefore, this study can be useful to a wide range in the field of health education at university, with self-reflection or motivation for researching further on Political-Pedagogical Project.

  14. Continuity and Change: Employers' Training Practices and Partnerships with Training Providers. Research Report

    Science.gov (United States)

    Smith, Erica; Smith, Andy; Tuck, Jacqueline; Callan, Victor

    2017-01-01

    A number of factors influence the motivations of employers to train their workforce and the ways in which they engage with the training system. This study combines a national survey and interviews with Australian employers and registered training organisations (RTOs) to provide a comprehensive picture of the way in which employers navigate the…

  15. Nuclear Criticality Safety Organization guidance for the development of continuing technical training. Revision 1

    International Nuclear Information System (INIS)

    Carroll, K.J.; Taylor, R.G.; Worley, C.A.

    1997-01-01

    The Nuclear Criticality Safety Organization (NCSO) is committed to developing and maintaining a staff of highly qualified personnel to meet the current and anticipated needs in nuclear criticality safety at the Oak Ridge Y-12 Plant and throughout the DOE complex. Continuing technical training is training outside of the initial qualification program to address identified organization-wide needs. Typically, this training is used to improve organization performance in the conduct of business. This document provides guidelines for the development of the technical portions of the Continuing Training Program. It is not a step-by-step procedure, but a collection of considerations to be used during the development process

  16. Using of innovative educational and traning methods in the professional training of social workers

    Directory of Open Access Journals (Sweden)

    Lidiia Tymkiv

    2017-03-01

    Full Text Available The article deals with the use of innovative methods of training professional values ofsocial workers. It has been shown, that the use of innovative technologies in the educationalprocess will enhance the mental and social activities of prospective specialists in the socialsphere and prepare them for independent decision-making consistent with the acquired values.Key words : innovative methods of training, role games, game situation of professionaldirection.

  17. Training healthcare professionals for the future: internationalism and effective inclusion of global health training.

    Science.gov (United States)

    Eaton, Deborah Murdoch; Redmond, Anthony; Bax, Nigel

    2011-01-01

    There has been a continuing rise in recent years of the number of medical schools in the developed world offering 'global health' teaching to its students. Yet, the term itself is used in a number of contexts and as yet no clear consensus on what constitutes an appropriate or successful global health education programme has been reached. Approaches to sustainable internationalisation of medical curricula include the expansion of not only opportunities for training in specific global health topics, but also the development of broader generic graduate attributes including global citizenship and ethical, cultural and social responsibility. Key components for successful implementation of such an educational framework includes a breadth of educational approach to effect truly integrated and effective curricular internationalisation. That such programmes can offer benefits is appreciated by both faculty and students alike, but there is also a burgeoning concern about potential negative effects of socially and culturally insensitive programmes. We explore three potential pedagogic approaches to the subject; Model A: an 'additive' or contributory model of global health content (the commonest current approach), Model B: an 'integrated' approach and Model C: the more challenging 'transformative' approach requiring institutional as well as programme flexibility.

  18. Practical Ways of Implementation of the Integrated Approach to Training Professionals in the Field of Professional Communication

    Directory of Open Access Journals (Sweden)

    Olena Zotova-Sadylo

    2018-05-01

    Full Text Available The purpose of the article is to outline the ways of practical implementation of the integrated approach to the training of future specialists, in particular, in the aspect of effective professional communication in native and foreign languages. The analysis of scientific research convincingly proves that the perspective of training specialists, in particular, in the aspect of intercultural business communication, is the direction of integration of the humanitarian knowledge into a professional plane, which gives the opportunity to respond adequately to the challenges of the modern labour market and students’ needs. The article has a practical orientation, therefore theoretical aspects of the research are accompanied by the author’s methodical developments, the content of which is universal and can be used in the process of teaching students of different specialties in both the native and foreign (English languages. Their aim is to help students to acquire sufficient and high levels of theoretical knowledge and practical skills and skills of professional business communication / intercultural business communication. That is what makes it possible to determine the trends of teacher’s pedagogical activity, in particular, the use of modern interactive pedagogical technologies that combine individual and collective forms of work, for example, mixed learning technology, “flip-class”, and personally oriented interaction with students. The newest technologies make students face such tasks, which are not always possible to solve in the lecture-room, sometimes they are designed for consistent co-operation with lecturers of narrow-professional subjects, business organizations and individual non-tutor work. Approbation has confirmed the expediency of the proposed methods in high school and their perspective in the preparation of a competitive specialist.

  19. IMPLEMENTING INNOVATIVE TECHNOLOGIES OF FUTURE SPECIALISTS’ PERSONAL AND PROFESSIONAL DEVELOPMENT IN THE TRAINING PROCESS

    Directory of Open Access Journals (Sweden)

    Halyna Kovalchuk

    2017-04-01

    Full Text Available The article deals with the problem of implementing innovative technologies of future specialists’ personal and professional development in the training process. The necessity of developing professional and personality-centered education is disclosed in National Doctrine of Education Development. The analysis of studied issue proves that it has various components and manifests that are revealed in the scientists’ works (I. Bekh, A. Heilyk, H. Zborovskyi, T. Parson, V. Bezpalko, V. Bykov, S, Ziazun and others. The aim of the article is to highlight the methodological and methodical approaches to future specialists’ personal and professional development by means of innovative teaching technologies. The article discloses some aspects of implementing technologies of profession-oriented, competence and personality-oriented training of future specialists in higher educational establishments. The special attention is paid to their personal and professional development by means of innovative teaching technologies. The personal dimension is considered to be a leading factor of achieving the main aim of humanistic school – personal self-realization. The role of autonomic learning for achieving didactic goals and future specialists’ self-designing at universities is identified. The methodological approaches (anthropocentric and sociocentric, action-praxeological, axiological, acmeological, productive, integrative, interactive, narrative, which promote implementing professional-oriented, competence and personality-centered technologies of future specialists’ training, are characterized. The conclusion is drawn that educational technologies are the main tools for supporting training quality of future specialists in the field of economics and business; forming their professional competences and professionally significant personal qualities that are the components of humanitarian principles of community development; providing quality of life at the

  20. Unraveling Motivational Profiles of Health Care Professionals for Continuing Education: The Example of Pharmacists in the Netherlands.

    Science.gov (United States)

    Tjin A Tsoi, Sharon L N M; de Boer, Anthonius; Croiset, Gerda; Koster, Andries S; Kusurkar, Rashmi A

    2016-01-01

    Continuing education (CE) can support health care professionals in maintaining and developing their knowledge and competencies. Although lack of motivation is one of the most important barriers of pharmacists' participation in CE, we know little about the quality or the quantity of motivation. We used the self-determination theory, which describes autonomous motivation (AM) as originating from within an individual and controlled motivation (CM) as originating from external factors, as a framework for this study. Our aim was to obtain insight into the quality and quantity of pharmacists' motivation for CE. The scores of 425 pharmacists on Academic Motivation Scale were subjected to K-means cluster analysis to generate motivational profiles. We unraveled four motivational profiles: (1) good quality with high AM/low CM, (2) high quantity with high AM/high CM, (3) poor quality with low AM/high CM, and (4) low quantity with low AM/low CM. Female pharmacists, pharmacists working in a hospital pharmacy, pharmacists working for more than 10 years, and pharmacists not in training were highly represented in the good-quality profile. Pharmacists working in a community pharmacy, pharmacists working for less than 10 years, and pharmacists in training were highly represented in the high-quantity profile. Male pharmacists were more or less equally distributed over the four profiles. The highest percentage of pharmacy owners was shown in the low-quantity profile, and the highest percentage of the nonowners was shown in the good-quality profile. Pharmacists exhibit different motivational profiles, which are associated with their background characteristics, such as gender, ownership of business, practice setting, and current training. Motivational profiles could be used to tailor CE courses for pharmacists.

  1. Suicide Prevention Training: Policies for Health Care Professionals Across the United States as of October 2017.

    Science.gov (United States)

    Graves, Janessa M; Mackelprang, Jessica L; Van Natta, Sara E; Holliday, Carrie

    2018-06-01

    To identify and compare state policies for suicide prevention training among health care professionals across the United States and benchmark state plan updates against national recommendations set by the surgeon general and the National Action Alliance for Suicide Prevention in 2012. We searched state legislation databases to identify policies, which we described and characterized by date of adoption, target audience, and duration and frequency of the training. We used descriptive statistics to summarize state-by-state variation in suicide education policies. In the United States, as of October 9, 2017, 10 (20%) states had passed legislation mandating health care professionals complete suicide prevention training, and 7 (14%) had policies encouraging training. The content and scope of policies varied substantially. Most states (n = 43) had a state suicide prevention plan that had been revised since 2012, but 7 lacked an updated plan. Considerable variation in suicide prevention training for health care professionals exists across the United States. There is a need for consistent polices in suicide prevention training across the nation to better equip health care providers to address the needs of patients who may be at risk for suicide.

  2. The training for health equity network evaluation framework: a pilot study at five health professional schools.

    Science.gov (United States)

    Ross, Simone J; Preston, Robyn; Lindemann, Iris C; Matte, Marie C; Samson, Rex; Tandinco, Filedito D; Larkins, Sarah L; Palsdottir, Bjorg; Neusy, Andre-Jacques

    2014-01-01

    The Training for Health Equity Network (THEnet), a group of diverse health professional schools aspiring toward social accountability, developed and pilot tested a comprehensive evaluation framework to assess progress toward socially accountable health professions education. The evaluation framework provides criteria for schools to assess their level of social accountability within their organization and planning; education, research and service delivery; and the direct and indirect impacts of the school and its graduates, on the community and health system. This paper describes the pilot implementation of testing the evaluation framework across five THEnet schools, and examines whether the evaluation framework was practical and feasible across contexts for the purposes of critical reflection and continuous improvement in terms of progress towards social accountability. In this pilot study, schools utilized the evaluation framework using a mixed method approach of data collection comprising of workshops, qualitative interviews and focus group discussions, document review and collation and analysis of existing quantitative data. The evaluation framework allowed each school to contextually gather evidence on how it was meeting the aspirational goals of social accountability across a range of school activities, and to identify strengths and areas for improvement and development. The evaluation framework pilot study demonstrated how social accountability can be assessed through a critically reflective and comprehensive process. As social accountability focuses on the relationship between health professions schools and health system and health population outcomes, each school was able to demonstrate to students, health professionals, governments, accrediting bodies, communities and other stakeholders how current and future health care needs of populations are addressed in terms of education, research, and service learning.

  3. Screening for depression: integrating training into the professional development programme for low vision rehabilitation staff.

    Science.gov (United States)

    Rees, Gwyneth; Holloway, Edith E; Craig, Graeme; Hepi, Niky; Coad, Samantha; Keeffe, Jill E; Lamoureux, Ecosse L

    2012-12-01

    To describe the integration of depression screening training into the professional development programme for low vision rehabilitation staff and report on staff evaluation of this training. Pre-post intervention study, in a single population of low vision rehabilitation staff. Three hundred and thirty-six staff from Australia's largest low vision rehabilitation organization, Vision Australia. Staff completed the depression screening and referral training as part of a wider professional development programme. A pre-post-training questionnaire was administered to all staff. Descriptive and non-parametric statistics were used to determine differences in self-reported knowledge, confidence, barriers to recognition and management of depression between baseline and post training. One hundred and seventy-two participants completed both questionnaires. Following training, participants reported an increased knowledge of depression, were more likely to respond to depression in their clients and reported to be more confident in managing depression (P training incorporating more active and 'hands-on' sessions are likely to be required. This training is a promising first step in integrating a depression screening tool into low vision rehabilitation practice. Further work is needed to determine the barriers and facilitators to implementation in practice and to assess clients' acceptability and outcomes. © 2012 The Authors. Clinical and Experimental Ophthalmology © 2012 Royal Australian and New Zealand College of Ophthalmologists.

  4. Improved Hybrid Opponent System for Professional Military Training

    Directory of Open Access Journals (Sweden)

    Michael Pelosi

    2017-10-01

    Full Text Available Described herein is a general-purpose software engineering architecture for autonomous, computer controlled opponent implementation in modern maneuver warfare simulation and training. The implementation has been developed, refined, and tested in the user crucible for several years. The approach represents a hybrid application of various well-known AI techniques, including domain modeling, agent modeling, and object-oriented programming. Inspired by computer chess approaches, the methodology combines this theoretical foundation with a hybrid and scalable portfolio of additional techniques. The result remains simple enough to be maintainable, comprehensible for the code writers as well as the end-users, and robust enough to handle a wide spectrum of possible mission scenarios and circumstances without modification.

  5. Continuing professional development for volunteers working in palliative care in a tertiary care cancer institute in India: A cross-sectional observational study of educational needs

    Directory of Open Access Journals (Sweden)

    Jayita Kedar Deodhar

    2015-01-01

    Full Text Available Context: Training programs for volunteers prior to their working in palliative care are well-established in India. However, few studies report on continuing professional development programs for this group. Aims: To conduct a preliminary assessment of educational needs of volunteers working in palliative care for developing a structured formal continuing professional development program for this group. Settings and Design: Cross-sectional observational study conducted in the Department of Palliative Medicine of a tertiary care cancer institute in India. Materials and Methods: Participant volunteers completed a questionnaire, noting previous training, years of experience, and a comprehensive list of topics for inclusion in this program, rated in order of importance according to them. Statistical Analysis Used: Descriptive statistics for overall data and Chi-square tests for categorical variables for group comparisons were applied using Statistical Package for Social Sciences version 18. Results: Fourteen out of 17 volunteers completed the questionnaire, seven having 5-10-years experience in working in palliative care. A need for continuing professional development program was felt by all participants. Communication skills, more for children and elderly specific issues were given highest priority. Spiritual-existential aspects and self-care were rated lower in importance than psychological, physical, and social aspects in palliative care. More experienced volunteers (>5 years of experience felt the need for self-care as a topic in the program than those with less (<5-years experience ( P < 0.05. Conclusions: Understanding palliative care volunteers′ educational needs is essential for developing a structured formal continuing professional development program and should include self-care as a significant component.

  6. Conception of a course for professional training and education in the field of computer and mobile forensics: Part II: Android Forensics

    Science.gov (United States)

    Kröger, Knut; Creutzburg, Reiner

    2013-03-01

    The growth of Android in the mobile sector and the interest to investigate these devices from a forensic point of view has rapidly increased. Many companies have security problems with mobile devices in their own IT infrastructure. To respond to these incidents, it is important to have professional trained staff. Furthermore, it is necessary to further train their existing employees in the practical applications of mobile forensics owing to the fact that a lot of companies are trusted with very sensitive data. Inspired by these facts, this paper - a continuation of a paper of January 2012 [1] which showed the conception of a course for professional training and education in the field of computer and mobile forensics - addresses training approaches and practical exercises to investigate Android mobile devices.

  7. Translating continuing professional development education to nursing practice in Rwanda: Enhancing maternal and newborn health

    Directory of Open Access Journals (Sweden)

    Yvonne Kasine

    Full Text Available Introduction: Approximately 99% of the three million neonatal deaths that occur annually are in developing countries. In Rwanda, neonatal asphyxia is the leading cause of neonatal mortality accounting for 38% of all neonatal deaths. The Helping Babies Breathe (HBB© course was initiated by the American Academy of Pediatrics (AAP in 2010 to reduce neonatal mortality in resource limited areas. Despite the provision of HBB© courses to practicing nurses in Rwanda, little is known about nurses’ experiences of applying the knowledge and skills acquired from those courses to practice. This study was conducted in 2014 in five district hospitals (Nyamata, Rwamagana, Gahini, Kiziguro, and Kibungo located in the Eastern Province of Rwanda. Purpose: Explore nurses’ experiences of translating continuing professional development (CPD education utilizing the HBB© course to nursing practice in Rwanda. Methods: Qualitative descriptive design. A purposive sample of 10 nurses participated in individual interviews. NVIVO computer software was used to manage qualitative data. Content analysis was used for generating categories from the data. Findings: Three categories emerged from the analysis: 1 application of competencies acquired from education sessions to practice, 2 benefits of CPD, and 3 facilitators and barriers to the application of competencies into practice. Qualitative interviews revealed that Nurses’ perceived confidence in performing newborn resuscitation improved after taking part in HBB© courses. Nonetheless, nurses voiced the existence of conditions in their work environment that hindered their ability to apply the acquired knowledge and skills including insufficient materials, shortages of nurses, and potential inadequate human resource allocation. Recommendations and conclusion: Regular offerings of newborn resuscitation CPD courses to health professionals in developing countries could increase their knowledge and skills, which could

  8. NASA Education Activity Training (NEAT): Professional Development for Montana K-12 Teachers

    Science.gov (United States)

    Williamson, Kathryn; McKenzie, D.; Des Jardins, A.; Key, J.; Kanode, C.; Willoughby, S.

    2012-05-01

    Piloted during the 2011-2012 academic year, the NASA Education Activity Training (NEAT) teacher workshop program has introduced five solar astronomy and space weather activities to over forty Montana K-12 teachers. Because many Montana schools are geographically isolated (40% of Montana students live more than 50 miles from a city) and/or serve traditionally underrepresented groups (primarily Native Americans), professional development for teachers can be costly and time consuming. However, with funding shared by the Atmospheric Imaging Assembly EPO team and the Montana Space Grant Consortium, graduate student specialists are able to host the two-hour NEAT workshops on-site at the schools free of charge, and participating teachers earn two continuing education credits. Leveraging the existing catalogue of research-based NASA activities, the featured NEAT activities were chosen for their ease-of-use and applicability to Montana science standards. These include three advanced activities for older students, such as a paper plate activity for the June 5th, 2012 Transit of Venus, Kinesthetic Astronomy, and the Herschel Infrared experiment, along with two simpler activities for the younger students, such as Solar Cookies and the Electromagnetic War card game. Feedback surveys show that NEAT workshop participants were interested and engaged in the activities and planned on using the activities in their classrooms. With such positive responses, the NEAT program has been a huge success and can serve as a model for other institutions looking to increase their space public outreach and education.

  9. [Virtual microscopy in pathology teaching and postgraduate training (continuing education)].

    Science.gov (United States)

    Sinn, H P; Andrulis, M; Mogler, C; Schirmacher, P

    2008-11-01

    As with conventional microscopy, virtual microscopy permits histological tissue sections to be viewed on a computer screen with a free choice of viewing areas and a wide range of magnifications. This, combined with the possibility of linking virtual microscopy to E-Learning courses, make virtual microscopy an ideal tool for teaching and postgraduate training in pathology. Uses of virtual microscopy in pathology teaching include blended learning with the presentation of digital teaching slides in the internet parallel to presentation in the histology lab, extending student access to histology slides beyond the lab. Other uses are student self-learning in the Internet, as well as the presentation of virtual slides in the classroom with or without replacing real microscopes. Successful integration of virtual microscopy depends on its embedding in the virtual classroom and the creation of interactive E-learning content. Applications derived from this include the use of virtual microscopy in video clips, podcasts, SCORM modules and the presentation of virtual microscopy using interactive whiteboards in the classroom.

  10. Improving training tools for continuing operator qualification in Spain

    International Nuclear Information System (INIS)

    Marti, F.; San Antonio, S.

    1991-01-01

    There are currently nine nuclear power plants in service in Spain; the most recent started commercial operation in 1988. Spanish legislation requires operators to have an academic technical background of at least 3 yr. The turnover rate is <5%, and in recent years, symptom-based emergency procedure has been introduced. These facts have given rise to a situation in which Spanish licensed operators are demanding more in-depth training to avoid a stagnant routine and boredom. In responding to this challenge, Tecnatom has had to significantly update its two simulators for boiling water reactor (BWR) and pressurized water reactor (PSR) plants, to ensure coverage of the emergency procedures and has had to create a tool - the Interactive Graphics Simulator - that allows these problems to be ameliorated. With a view to updating its simulators, Tecnatom initiated in 1985 a project known as advanced simulation models (MAS), which was completed at the end of 1990. The TRACS code is a real-time advanced thermohydraulic code for upgrading Tecnatom's nuclear plant simulators. The interactive graphic simulator, (SGI) is a system that provides a graphic display of the models of a full-scope simulator by means of color monitors. The two new tools used are enabling higher levels of motivation to be achieved among the plant operations personnel, especially with respect to requalification

  11. Communication Skills Training Increases Self-Efficacy of Health Care Professionals

    Science.gov (United States)

    Norgaard, Birgitte; Ammentorp, Jette; Kyvik, Kirsten Ohm; Kofoed, Poul-Erik

    2012-01-01

    Introduction: Despite the knowledge of good communication as a precondition for optimal care and treatment in health care, serious communication problems are still experienced by patients as well as by health care professionals. An orthopedic surgery department initiated a 3-day communication skills training course for all staff members expecting…

  12. Introducing Online Training in an Early Childhood Professional Development System: Lessons Learned in One State

    Science.gov (United States)

    Stone-MacDonald, Angi; Douglass, Anne

    2015-01-01

    Online educational opportunities provide improved access to high quality professional development for the early education and care workforce. Online and technology mediated learning can create sustainable education and development opportunities for states when face-to-face training is financially prohibitive. This study examined one state's…

  13. Structured-Exercise-Program (SEP): An Effective Training Approach to Key Healthcare Professionals

    Science.gov (United States)

    Miazi, Mosharaf H.; Hossain, Taleb; Tiroyakgosi, C.

    2014-01-01

    Structured exercise program is an effective approach to technology dependent resource limited healthcare area for professional training. The result of a recently conducted data analysis revealed this. The aim of the study is to know the effectiveness of the applied approach that was designed to observe the level of adherence to newly adopted…

  14. Assessment of Professional Training Programmes in International Agricultural Research Institutions: The Case of ICRAF

    Science.gov (United States)

    Wanjiku, Julliet; Mairura, Franklin; Place, Frank

    2010-01-01

    The following survey was undertaken in 2005 to assess the effectiveness of professional training activities in international agricultural research organizations that were undertaken between 1999 and 2002 at ICRAF (International Centre for Research in Agroforestry), now World Agroforestry Centre, Nairobi. Trainees were randomly selected from…

  15. An Examination of Technology Training Experiences from Teacher Candidacy to In-Service Professional Development

    Science.gov (United States)

    Williams, Mable Evans

    2017-01-01

    The purpose of this qualitative study was to explore the perceptions of in-service teachers concerning the effectiveness of technology training from a teacher education preparation program to in-service professional development. The findings of the study revealed that inservice teachers have had varying degrees of technology experiences from their…

  16. Professional Training in Organic Food Production: A Cross-Country Experience

    Science.gov (United States)

    Guiné, Raquel; Costa, Daniela; Correia, Paula; Costa, Cristina; Correia, Helena; Castro, Moises; Guerra, Luis; Seeds, Catherine; Coll, Collette; Radics, Laszlo; Arslan, Meahmet; Soylu, Soner; Tothova, Monika; Toth, Peter; Basile, Salvatore

    2017-01-01

    Purpose: The purpose of this paper is to characterize the agricultural activities and past experiences in professional training in the context of mobile learning in different countries (Portugal, Spain, Slovakia, Hungary, UK, Italy and Turkey). Design/methodology/approach: For the survey, a questionnaire was prepared in English and Portuguese and…

  17. Training and Performance Improvement Professionals' Perspectives on Ethical Challenges during Evaluation

    Science.gov (United States)

    Chyung, Seung Youn; Winiecki, Donald J.; Downing, Jessica L.

    2010-01-01

    Ethical concerns are rising in the business world. With this in mind, training and performance improvement practitioners, especially during evaluation projects, should be aware of principles and codes of ethics, and their behaviors and decisions should reflect the standards recognized by members of the professional society. A study was conducted…

  18. Collaboration among Grandparents and Professionals with Discrete Trial Training in the Treatment for Traumatic Brain Injury

    Science.gov (United States)

    Devlin, Sandra D.; Krenzer, Daniels J.; Edwards, Jennifer

    2009-01-01

    This study evaluated the impact of collaborative efforts of grandparents and school professionals in the treatment of Traumatic Brain Injury in a six-year-old boy. The method of treatment was discrete trial training across settings (e.g., home and school) and the change agents were the child's grandparents, special education teacher, and a teacher…

  19. Professional Development and IELTS Training Course: A Case of EFL Teachers in Iran

    Science.gov (United States)

    Ashraf, Hamid; Kafi, Zeinab

    2016-01-01

    The current study aimed at investigating the status of Professional Development (PD) through examining teachers' perspectives over how effective they consider exam specific teacher training courses (IELTS in this case) which aim at increasing their PD. To this end, a group of EFL teachers, from different language schools in Mashhad, Iran took part…

  20. PROFESSIONAL COMPETENCY OF AN AVIATION ENGINEER AS A COMPONENT OF THE TRAINING

    Directory of Open Access Journals (Sweden)

    Tania Kharlamova

    2012-09-01

    Full Text Available  The article is devoted to the definition and notion of professional competency and its role in competence formation of an aviation engineer. It refers to engineer’s competences that must be upgraded upon training to his performance.

  1. The development of the Teaching Professional Identity in the initial training of secondary teachers

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    Rocío SERRANO RODRÍGUEZ

    2016-06-01

    Full Text Available We present a study that aims to know how the students of the Master’s Degree in Secondary Teacher Training begin to build their Teaching Professional Identity, as well as what the main implications of this identification process are, in order to improve their training. Through an open questionnaire, a total of 355 opinions of students from the University of Córdoba have been analysed. The conclusions obtained highlight: a the students show a professional identity that is significantly less developed than in other professional groups; b it is important to develop activities to reflect on the nature of the teaching profession by improving the identification of students with the characteristics of the teaching profession. Some of the implications from this research point to the need to take into consideration the results obtained when designing the process of initial training of future secondary teachers. Particularly, it would be necessary to include the issue of Teaching Professional Identity more specifically in the curriculum of the new model of initial training. This, moreover, should be linked to the pedagogical knowledge of the contents and the acquisition of real teaching skills according to the development of the educational curriculum for each subject. 

  2. Professional/Peer-Learning Community: Impacts on Workplace Training at Bangkok Metropolitan Administration (BMA) Schools

    Science.gov (United States)

    Phusavat, Kongkiti Peter; Delahunty, David; Kess, Pekka; Kropsu-Vehkapera, Hanna

    2017-01-01

    Purpose: The study aims to examine the issues relating to workplace learning at the upper secondary school level. This study is based on the two questions. How should the professional/peer-learning community or PLC be developed and deployed to help strengthen in-service teacher training? The second question is what are the success factors which…

  3. Adolescents Who Self-Harm: Professional Staff Knowledge, Attitudes and Training Needs

    Science.gov (United States)

    Timson, Debbie; Priest, Helena; Clark-Carter, David

    2012-01-01

    This study aimed to investigate professional staff attitudes and knowledge about adolescents who engage in self-harming behaviour and to identify training needs. Previous research has suggested that medical and health care staff perceptions may reinforce the stigma associated with such behaviour and therefore jeopardise the effectiveness of…

  4. Learning by doing. Training health care professionals to become facilitator of moral case deliberation

    NARCIS (Netherlands)

    Stolper, M.M.; Molewijk, A.C.; Widdershoven, G.

    2015-01-01

    Moral case deliberation (MCD) is a dialogue among health care professionals about moral issues in practice. A trained facilitator moderates the dialogue, using a conversation method. Often, the facilitator is an ethicist. However, because of the growing interest in MCD and the need to connect MCD to

  5. The Professional Competence Formation in the Training Process in Higher Educational Institution

    Science.gov (United States)

    Burganova, Roza I.; Abdugalina, Sairan E.; Shaiheslyamova, Kazyna O.

    2016-01-01

    The article is devoted to the problem of professional competence formation in the specialists' training process at the university in contemporary socio-economic and socio-cultural conditions originating in the Republic of Kazakhstan. The emphasis is laid on new scientific and pedagogical approaches to its solution. Special attention is paid to the…

  6. Conceptual Ideas of Masters' Professional Training in International Relations in Great Britain

    Science.gov (United States)

    Tretko, Vitalii

    2014-01-01

    The conceptual positions of professional training of Masters in International Relations in Great Britain have been studied. On the basis of literary and documentary sources the basic concepts laid into contemporary theories of constructivism and cognitivism, theory of development and self-realisation of creative personality on the basis of…

  7. SOFTWARE TRAINING AIDS DEVELOPMENT AND IMPLEMENTATION IN PROFESSIONAL PREPARATION PRACTICE OF TECHNOLOGICAL EDUCATION TEACHER

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    Anatoliy G. Gritchenko

    2013-03-01

    Full Text Available The article outlines the theoretical and practical aspects of software training aids development and implementation in professional preparation practice of technological education teacher. The myriad opportunities of new information technologies are described; the characteristic features of modern software training tool (STT are revealed; the main algorithmic structure circuits of training programs construction (linear, cyclic, with hyperlinks, to the labels, which enable the development of STT variety and functionality are given; the methodology of STT creating is described based on the analysis of the technology teacher preparation in HEE content, MITE didactic functions and selection criteria of educational software for this area of specialist’s preparation.

  8. Training the CSR Sensitive Mind-Set: The Integration of CSR into the Training of Business Administration Professionals

    OpenAIRE

    Eglė Stonkutė; Jolita Vveinhardt; Włodzimierz Sroka

    2018-01-01

    Current corporations are subject to stringent requirements in terms of sustainable development; however, a relevant problem is highlighted on the basis of the studies conducted. On the one hand, corporations experience greater or lesser pressure, while on the other hand, it must be admitted that the problem of demand for professionals, which is presupposed by the insufficient quality of training in higher education institutions, is important. This is somewhat strange given that the issues of ...

  9. Continuing Professional Development Evaluation: Two Rapid Review Courses inNephrology and Rheumatology

    Directory of Open Access Journals (Sweden)

    Abdullah Shehab

    2012-09-01

    Full Text Available Objectives: Continuing professional development (CPD is anovel approach to increase professional knowledge and skills. The aim of this study is to explore participants’ characteristics and to understand participants’ views on two rapid review courses (RRCs as part of CPD program, and to assess healthcare providers’ views about the use of internet for accessing medical information.Methods: Data were collected from 150 participants who attended an RRC in Nephrology and Rheumatology as part of an ongoing CME program.Results: Participants’ response rate was 92% and 84.4% in Nephrology and Rheumatology RRCs, respectively. Participants’ Mean Age±SD were 39±2.1 and 41±2.1 years in the Nephrology and Rheumatology courses, respectively. Demographic variables, i.e., age, gender, and specialization showed a significant (p<0.01 impact on the learning objectives of the program. Further, participants reported that the course material had a significant (p<0.02 impacton their knowledge. Finding new medical information was the primary motive to search the internet among all participants. About half of the subjects reported knowledge of their preferred medical education sites and had access at their clinical setup. Barriers to internet use included lack of specific information, difficulty to download contents, and excessive material. Professional association websites, online journals, and CME programs were the most frequently searched sources of information. Most of the subjects reported significant (p<0.02 barriers to find medical resources on the internet and to adequately utilize the currently available medical search engines available in the healthcare system.Conclusion: A discipline specific and integrated CPD programmay have provided dual benefit such as accredited CME hours and a significant change in the participants’ knowledge. There is a need to increase Internet accessibility and capacity in the current healthcare facilities. Future CPD

  10. CONTINUOUS TRAINING OF ARCHITECTS AND A PRACTICAL COURSE IN ARCHITECTURAL COMPOSITION

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    Gogoleva Natal'ya Arkad'evna

    2012-10-01

    Full Text Available The problem of training of architects in architectural composition is relevant at each stages of the training process. Continuous training in architectural composition is to assure better mastering of fundamentals of composition. Specialized training courses is to be incorporated into each stage of the training process, namely, into each specialized discipline that shapes up the compositional thinking in the field of architecture and town planning patterns. The fundamental course is entitled "Three-dimensional spatial composition"; it is based on the theory of architecture and urban development, as well as practical classes in architectural analysis and modeling. The author proposes new methods of teaching three-dimensional composition through a cycle of exercises and term papers. The systemic approach contemplates a good knowledge of the theory to serve as the basis for workshops and practical classes, as well as a new idea of continuous training.

  11. Utilisation of internet resources for continuing professional development: a cross-sectional survey of general practitioners in Scotland.

    Science.gov (United States)

    MacWalter, Gordon; McKay, John; Bowie, Paul

    2016-01-21

    Participation in continuing professional development (CPD) is a professional and regulatory expectation of general practitioners (GPs). Traditionally, CPD activity was undertaken face-to-face in educational settings, but internet based formats have found increasing favour. The need for doctors to use the internet for service and educational purposes is growing, particularly in support of specialty training and appraisal. We aimed to determine how GPs in Scotland utilise online resources in support of their CPD. This involved identifying which resources are used and how frequently, along with their preferences as to how and why they access these resources. A cross sectional study was undertaken using an online questionnaire to survey general practitioners across Scotland. Data were subjected to descriptive analysis and differences in attitudinal responses between groups and Fischer's exact tests were calculated. Three hundred and eighty-three GP responses were received, with the majority being female (n = 232, 60.6%) and GP partners (n = 236, 61.6%). The majority used the internet on three or more working days per week or more frequently (n = 361, 94.3%) with the three most common reasons being to obtain information for a patient (n = 358, 93.5%), answering a clinical question (n = 357, 93.2%) and CPD purposes (n = 308, 80.4%). Of 37 online resources used by respondents, the top five were SIGN Guidelines (n = 303, 79.3%), BMJ Learning (n = 279, 73.0%), NICE Guidelines (n = 255, 66.8%), GP Notebook (n = 243, 63.6%) and Google (n = 234, 61.3%). Low use of social media such as Facebook (n = 11, 2.9%) and Twitter (n = 11, 2.9%) was reported for CPD. A majority agreed that 'reading information online' (95.0%) and 'completing online learning modules' (87.4%) were the most valued online activities. Slow internet connections (n = 240, 62.7%), website access restrictions (n = 177, 46.2%) and difficulties logging

  12. Integrating Quality Improvement and Continuing Professional Development at an Academic Medical Center: A Partnership Between Practice Plan, Hospital, and Medical School.

    Science.gov (United States)

    Gold, Barbara; England, Dawn; Riley, William; Jacobs-Halsey, Ginny; Webb, Corinne; Daniels, Bobbi

    2016-01-01

    While quality improvement (QI) initiatives can be a highly effective means for improving health care delivery in academic medical centers (AMCs), many health care professionals are not formally trained in basic QI methodology, engaging clinicians in QI activities can be challenging, and there is often a lack of integration and coordination among QI functions (eg, Departments of Quality and Safety, Continuing Professional Development). In our AMC, we undertook a collaborative approach to achieve better vertical and horizontal integration of our QI education efforts. This article provides a case example describing our organizational context, what was done, and with what effect and makes our example and lessons learned available to others. We developed a new educational QI program that was jointly planned and implemented by a group comprising major QI stakeholders. This project was intended to create horizontal organizational linkages between continuing professional development, clinicians, the hospital, and QI department and produce QI activities that aligned with the strategic objectives of senior management. The group developed and implemented a curriculum based on Lean methodology and concepts from the Institute for Health Care Improvement Model for Improvement. Two cohorts (27 teams) completed the training and planned and implemented QI projects. All projects were aligned with organizational quality, safety, and patient experience goals. The majority of projects met their aim statements. This case description provides an example of successful horizontal integration of an AMCs' QI functions to disseminate knowledge and implement meaningful QI aligned with strategic objectives (vertical integration).

  13. The cascade model of teachers’ continuing professional development in Kenya: A time for change?

    Directory of Open Access Journals (Sweden)

    Harry Kipkemoi Bett

    2016-12-01

    Full Text Available Kenya is one of the countries whose teachers the UNESCO (2015 report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional lives. The cascade model has often been utilized in the country whenever need for teachers’ continuing professional development (TCPD has arisen, especially on a large scale. The preference for the model is due to, among others, its cost effectiveness and ability to reach out to many teachers within a short period of time. Many researchers have however cast aspersions with this model for its glaring shortcomings. On the contrary, TCPD programmes that are collaborative in nature and based on teachers’ contexts have been found to be more effective than those that are not. This paper briefly examines cases of the cascade model in Kenya, the challenges associated with this model and proposes the adoption of collaborative and institution-based models to mitigate these challenges. The education sectors in many nations in Africa, and those in the developing world will find the discussions here relevant.

  14. Factors affecting the views and attitudes of Scottish pharmacists to continuing professional development.

    Science.gov (United States)

    Power, Ailsa; Grammatiki, Aikaterini; Bates, Ian; Mc Kellar, Susan; Johnson, B Julienne; Diack, H Lesley; Stewart, Derek; Hudson, Steve A

    2011-12-01

    To explore factors associated with Scottish pharmacists' views and attitudes to continuing professional development (CPD). A retrospective principal component analysis of 552 (22.8%) questionnaires returned from a sample of 2420 Scottish pharmacists randomly selected from the 4300 pharmacists registered with the Royal Pharmaceutical Society of Great Britain and with a Scottish address. Principal component analysis of questionnaire items (n = 19) revealed four factors associated with Scottish pharmacists' views and attitudes to CPD: having positive support in the workplace, having access to resources and meeting learning needs, having confidence in the CPD process and motivation to participate in the CPD process. Community pharmacists were identified as the subgroup of pharmacists that needed most support for CPD regarding all four factors, while pharmacists working in primary care felt that they had most support in the workplace in comparison to other sectors (P Scottish pharmacists' views and attitudes to CPD. This may provide an approach to facilitate comparison of CPD views and attitudes with intra and inter professional groupings. Further study may allow identification of good practice and solutions to common CPD issues. © 2011 The Authors. IJPP © 2011 Royal Pharmaceutical Society.

  15. A survey investigation of UK physiotherapists' use of online search engines for continuing professional development.

    Science.gov (United States)

    Harland, Nicholas; Drew, Benjamin T

    2013-09-01

    The purpose of this study was to discover the frequency and type of use of online resources for continuing professional development displayed by physiotherapists in the UK. Therapists' skills, needs and frustrations using these resources were explored. With the relatively recent release and saturated use of the internet the potential presence of a skills gap between therapists at different stages of their career was also investigated. National online survey study. The online survey was carried out using the international online service 'Survey Monkey'. 774 physiotherapists from students to band 8c completed the survey. The online survey was advertised through Frontline, the Interactive Chartered Society of Physiotherapy, Journal of Physiotherapy Pain Association and cascade email through research and other networks. Most physiotherapists reported using the internet for professional purposes daily (40%) or 2 to 4 times a week (37%), with only 8% of respondents using it less than once a week. Overall the results suggest band 6 and 7 physiotherapists had the least skills and most frustrations when using online search engines. History and the nature of rapid technological advancement, specifically of the internet, appears to have created a generational skills gap within the largest group of the physiotherapy workforce band 6 and 7 therapists. Students, band 5 and band 8a therapists appear to most successfully use online resources and the reasons for this are explored. Copyright © 2012 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

  16. Training health care professionals in root cause analysis: a cross-sectional study of post-training experiences, benefits and attitudes

    Directory of Open Access Journals (Sweden)

    Bowie Paul

    2013-02-01

    Full Text Available Abstract Background Root cause analysis (RCA originated in the manufacturing engineering sector but has been adapted for routine use in healthcare to investigate patient safety incidents and facilitate organizational learning. Despite the limitations of the RCA evidence base, healthcare authorities and decision makers in NHS Scotland – similar to those internationally - have invested heavily in developing training programmes to build local capacity and capability, and this is a cornerstone of many organizational policies for investigating safety-critical issues. However, to our knowledge there has been no systematic attempt to follow-up and evaluate post-training experiences of RCA-trained staff in Scotland. Given the significant investment in people, time and funding we aimed to capture and learn from the reported experiences, benefits and attitudes of RCA-trained staff and the perceived impact on healthcare systems and safety. Methods We adapted a questionnaire used in a published Australian research study to undertake a cross sectional online survey of health care professionals (e.g. nursing & midwifery, medical doctors and pharmacists formally trained in RCA by a single territorial health board region in NHS Scotland. Results A total of 228/469 of invited staff completed the survey (48%. A majority of respondents had yet to participate in a post-training RCA investigation (n=127, 55.7%. Of RCA-experience staff, 71 had assumed a lead investigator role (70.3% on one or more occasions. A clear majority indicated that their improvement recommendations were generally or partly implemented (82%. The top three barriers to RCA success were cited as: lack of time (54.6%, unwilling colleagues (34% and inter-professional differences (31%. Differences in agreement levels between RCA-experienced and inexperienced respondents were noted on whether a follow-up session would be beneficial after conducting RCA (65.3% v 39.4% and if peer feedback on RCA

  17. Intermittent versus continuous exercise training in chronic heart failure: a meta-analysis.

    Science.gov (United States)

    Smart, Neil A; Dieberg, Gudrun; Giallauria, Francesco

    2013-06-20

    We conducted a meta-analysis of randomized, controlled trials of combined strength and intermittent aerobic training, intermittent aerobic training only and continuous exercise training in heart failure patients. A systematic search was conducted of Medline (Ovid) (1950-September 2011), Embase.com (1974-September 2011), Cochrane Central Register of Controlled Trials and CINAHL (1981-September 19 2011). The search strategy included a mix of MeSH and free text terms for the key concepts heart failure, exercise training, interval training and intermittent exercise training. The included studies contained an aggregate of 446 patients, 212 completed intermittent exercise training, 66 only continuous exercise training, 59 completed combined intermittent and strength training and 109 sedentary controls. Weighted mean difference (MD) in Peak VO2 was 1.04mlkg(-1)min(-1) and (95% C.I.) was 0.42-1.66 (p=0.0009) in intermittent versus continuous exercise training respectively. Weighted mean difference in Peak VO2 was -1.10mlkg(-1)min(-1) (95% C.I.) was -1.83-0.37 p=0.003 for intermittent only versus intermittent and strength (combined) training respectively. In studies reporting VE/VCO2 for intermittent versus control groups, MD was -1.50 [(95% C.I. -2.64, -0.37), p=0.01] and for intermittent versus continuous exercise training MD was -1.35 [(95% C.I. -2.15, -0.55), p=0.001]. Change in peak VO2 was positively correlated with weekly exercise energy expenditure for intermittent exercise groups (r=0.48, p=0.05). Combined strength and intermittent exercise appears superior for peak VO2 changes when compared to intermittent exercise of similar exercise energy expenditure. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

  18. C-RNN-GAN: Continuous recurrent neural networks with adversarial training

    OpenAIRE

    Mogren, Olof

    2016-01-01

    Generative adversarial networks have been proposed as a way of efficiently training deep generative neural networks. We propose a generative adversarial model that works on continuous sequential data, and apply it by training it on a collection of classical music. We conclude that it generates music that sounds better and better as the model is trained, report statistics on generated music, and let the reader judge the quality by downloading the generated songs.

  19. Hypoxia symptoms during altitude training in professional Iranian fighter pilots.

    Science.gov (United States)

    Alagha, Babak; AhmadBeygi, Shervin; Ahmadbeigy, Shervin; Moosavi, Seyed Ali Javad; Jalali, Seyed Mahmood

    2012-01-01

    Susceptibility to hypoxia is influenced by a multitude of factors, including fatigue, physical activity, illnesses, ambient temperature, rate of ascent, destination altitude, medications, and alcohol. Anecdotally, several reports have been made regarding changes in the form of hypoxia presentation in Iranian fighter pilots in the absence of these factors. This study focused specifically on the effect of pilot age on susceptibility to hypoxia and its initial presentation. We assumed that a pilot's age may increase his susceptibility to hypoxia and consequently reduce the amount of time it takes for hypoxia to present. Because our literature review did not reveal any previous study addressing the possible relationship between age and susceptibility to hypoxia, the purpose of this study is to address and clarify this relationship. In this retrospective study, we collected information from Iranian fighter pilots (n = 30) through an anonymous questionnaire in 2000. The form of hypoxia presentation of each subject was evaluated during five altitude chamber training (ACT) sessions that were conducted routinely from 1972 to 1984. To enhance the accuracy of the study's results, confounding factors such as prior hypoxia experience in an ACT session have been taken into consideration. The results revealed a statistically significant relationship between age and a change in the form of hypoxia presentation in our subjects. Increased age reduced the amount of time before the first individual hypoxia symptom appeared (P < .000002). Although having previous hypoxia experience may help pilots to recognize their symptoms earlier, its effect was not statistically significant (P < .18). A few changes in the nature of individual symptoms were observed; however, we did not find a meaningful statistical correlation between pilot age and change in the nature of symptoms. Susceptibility ot hypoxia increases with pilot age. Copyright © 2012 Air Medical Journal Associates. Published by

  20. Training the next generation of radiation protection professionals in canada

    International Nuclear Information System (INIS)

    Waller, Edward; Waker, Anthony

    2008-01-01

    Full text: The University of Ontario Institute of Technology (UOIT) is Canada's newest university, specializing in market-driven programs. The first class of students started in Fall of 2003. The University is located in close proximity to Pickering, Darlington and Bruce Nuclear Power Plants, the fuel manufacturer Cameco, and a number of regional health centres. As such, the initial program focus was to serve the needs of the power utilities and the health sectors. The first programs envisioned and adopted at UOIT were programs in Nuclear Engineering and Radiation Science/Health Physics. These programs are unique in Canada. The four year Bachelor of Science honours degree programs in Radiation Science curriculum includes medical, industrial, agricultural and material science applications, and emphasizes a strong mathematics and science foundation to the discipline. The four year Canadian Engineering Accreditation Board accredited Bachelor of Nuclear Engineering honours program has a strong emphasis on radiation protection, environmental effects of radioactivity, and risk assessment. Both programs have internship options, and both have 'and Management' options, requiring an additional year of study. One key aspect to the pedagogy at UOIT is web-centric learning. Each student is issued a fully equipped internet-ready laptop for use in classes, tutorials and laboratories. The professors endeavor to integrate technology wherever possible to assist the student learning process, for example with on-line testing and course-work submission. Course materials are provided via learning management system software, and instruction is provided for industry standard computational and simulation tools. For courses in radiation protection and environmental effects, there is great emphasis on 'hands on' experience and realistic field exercises. The first graduating class was in spring 2007, and the indication from industry is that the specially trained radiation protection and

  1. Teaching Commitment in the Professional Training from the Vision of the Bolivarian Primary Education

    Directory of Open Access Journals (Sweden)

    María Elena Rojas Bravo

    2017-05-01

    Full Text Available The general purpose of this article was to generate a theoretical approach on the Teachers' Commitment in the professional training process from the vision of Bolivarian primary education, in the U.E.N. Virgin of Mount Carmel. It was framed in a qualitative methodology, with an ethnographic approach. It was done based on analysis and description, based on specific situations, events, customs and observable attitudes. In order to gather information, observation and in-depth interviews were used, with dialogical interaction between investigator and informants. It was analyzed in the form of concepts and proportions taking the criteria of Martinez Migueles: categorization, structuring, contrasting and theorizing. Validity and reliability were obtained when contrasted with other investigations. The results demonstrated the need for permanent training that emphasizes innovations and the use of technologies as didactic and self-learning tools, to overcome the limitations found in pedagogical processes; Signaling a pedagogy centered on the teacher's commitment to their training. Finally, a theoretical approach was developed with the purpose of sensitizing the teacher about his commitment in the process of professional training. This intention will allow the development of methods of systematization of knowledge to be considered in the professional training of teachers.

  2. The effect of continuing professional development on public complaints: a case-control study.

    Science.gov (United States)

    Wenghofer, Elizabeth F; Campbell, Craig; Marlow, Bernard; Kam, Sophia M; Carter, Lorraine; McCauley, William

    2015-03-01

    This study aimed to investigate the relationship between participation in different types of continuing professional development (CPD), and incidences and types of public complaint against physicians. Cases included physicians against whom complaints were made by members of the public to the medical regulatory body in Ontario, Canada, the College of Physicians and Surgeons of Ontario (CPSO), during 2008 and 2009. The control cohort included physicians against whom no complaints were documented during the same period. We focused on complaints related to physician communication, quality of care and professionalism. The CPD data included all Royal College of Physicians and Surgeons of Canada (RCPSC) and College of Family Physicians of Canada (CFPC) CPD programme activities reported by the case and control physicians. Multivariate logistic regression models were used to determine if the independent variable, reported participation in CPD, was associated with the dependent variable, the complaints-related status of the physician in the year following reported CPD activities. A total of 2792 physicians were included in the study. There was a significant relationship between participation in CPD, type of CPD and type of complaint received. Analysis indicated that physicians who reported overall participation in CPD activities were significantly less likely (odds ratio 0.604; p = 0.028) to receive quality of care-related complaints than those who did not report participating in CPD. Additionally, participation in group-based CPD was less likely (OR 0.681; p = 0.041) to result in quality of care-related complaints. The findings demonstrate a positive relationship between participation in the national CPD programmes of the CFPC and RCPSC, and lower numbers of public complaints received by the CPSO. As certification bodies and regulators alike are increasingly mandating CPD, they are encouraged to continually evaluate the effectiveness of their programmes to maximise

  3. The medical-industrial complex, professional medical associations, and continuing medical education.

    Science.gov (United States)

    Schofferman, Jerome

    2011-12-01

    Financial relationships among the biomedical industries, physicians, and professional medical associations (PMAs) can be professional, ethical, mutually beneficial, and, most importantly, can lead to improved medical care. However, such relationships, by their very nature, present conflicts of interest (COIs). One of the greatest concerns regarding COI is continuing medical education (CME), especially because currently industry funds 40-60% of CME. COIs have the potential to bias physicians in practice, educators, and those in leadership positions of PMAs and well as the staff of a PMA. These conflicts lead to the potential to bias the content and type of CME presentations and thereby influence physicians' practice patterns and patient care. Physicians are generally aware of the potential for bias when industry contributes funding for CME, but they are most often unable to detect the bias. This may because it is very subtle and/or the educators themselves may not realize that they have been influenced by their relationships with industry. Following Accreditation Council for Continuing Medical Education guidelines and mandating disclosure that is transparent and complete have become the fallback positions to manage COIs, but such disclosure does not really mitigate the conflict. The eventual and best solutions to ensure evidence-based education are complete divestment by educators and leaders of PMAs, minimal and highly controlled industry funding of PMAs, blind pooling of any industry contributions to PMAs and CME, strict verification of disclosures, clear separation of marketing from education at CME events, and strict oversight of presentations for the presence of bias. Wiley Periodicals, Inc.

  4. Practice Audit in Gastroenterology (PAGE) program: A novel approach to continuing professional development

    Science.gov (United States)

    Armstrong, David; Hollingworth, Roger; Gardiner, Tara; Klassen, Michael; Smith, Wendy; Hunt, Richard H; Barkun, Alan; Gould, Michael; Leddin, Desmond

    2006-01-01

    BACKGROUND: Practice audit is an important component of continuing professional development that may more readily be undertaken if it were less complex. This qualitative study assessed the use of personal digital assistants to facilitate data collection and review. METHODS: Personal digital assistants programmed with standard questionnaires related to upper gastrointestinal endoscopies (Practice Audit in Gastroenterology-Endoscopy [‘PAGE-Endo’]) and colonoscopies (PAGE-Colonoscopy [‘PAGE-Colo’]) were provided to Canadian gastroenterologists, surgeons and internists. Over a three-week audit period, participants recorded indications, and the expected (E) and reported (R) findings for each procedure. Thereafter, participants recorded compliance with reporting, the ease of use and value of the PAGE program, and their willingness to perform another audit. RESULTS: Over 15 to 18 months, 173 participants completed PAGE-Endo (6168 procedures) and 111 completed PAGE-Colo (4776 procedures). Most respondents noted that PAGE was easy to use (99%), beneficial (88% to 95%), and that they were willing undertake another audit (92% to 95%). In PAGE-Endo, alarm features were prevalent (55%), but major reported findings were less common than expected: esophagitis (E 29.9%, R 14.8%), esophageal stricture (E 8.3%, R 3.6%), gastric ulcer (E 17.0%, R 4.7%), gastric cancer (E 4.3%, R 1.0%) and duodenal ulcer (E 11.5%, R 5.7%). In PAGE-Colo, more colonoscopies were performed for symptom investigation (55%) than for screening (25%) or surveillance (20%). There were marked interprovincial variations with respect to sedation, biopsies and technical aspects of colonoscopy. CONCLUSION: Secure, real-time data entry with review of aggregate and individual data in the PAGE program provided an acceptable, straightforward methodology for accredited practice audit activities. PAGE has considerable potential for continuing professional development in gastroenterology and other specialties

  5. Calling line managers in employee continuous professional development in South East Asia

    Directory of Open Access Journals (Sweden)

    Anubama Ramachandra

    2011-11-01

    Full Text Available Purpose: The paper aims to study the relationship of Line Managers’ (LMs Human Resource (HR role and its facets within employee’s Continuous Professional Development (CPD.Design/methodology/approach: A quantitative approach using 100 questionnaires were distributed to line managers in a South East Asia with a response rate of 87%.Findings: Results depict that LMs are actively involved in Strategic Partner, Employee Champion, and Change Agent roles. Study also shows that these three HR roles correlate with employee CPD. LMs’ are neither involved in Administrative Expert role, nor it correlates with employee Continuous Professional Development.Research limitations: Inability of the line managers to be fully involved with the four HR roles constraints the process of line manager deployment of HR roles specifically to employee CPD.Practical implications: Argues that the importance of strategic partner, employee champion, and change agent roles are the most important barrier and enabler of employee CPD, thus indirectly promoting organizational success and productivity.Social implications: Highlights the difficulties of managing organisations by getting the line managers directly involve in the development of employee CPD. Many line managers have to be made and given opportunities to develop their capabilities on this platform. Contends that HR can help an organization to succeed, provided that all line managers understand their roles, work together and take responsibility for their contribution. In addition is the adoption of the HR roles for the smooth delivery of HR functions which aligns with the overall organizational success.Originality/value: Specific HR roles are significant importance to the development of employee CPD within the setting of this South East Asian organization.

  6. High-intensity interval training vs. moderate-intensity continuous training in the prevention/management of cardiovascular disease

    OpenAIRE

    Hussain, S; Macaluso, A; Pearson, S

    2016-01-01

    Moderate-intensity continuous training (MICT) has long been considered the most effective exercise treatment modality for the prevention and management of cardiovascular disease, but more recently high-intensity interval training (HIIT) has emerged into the clinical environment has been viewed as a potential alternative to MICT in accruing such benefits. HIIT was initially found to induce significant improvements in numerous physiological and health-related indices, to a similar if not superi...

  7. Teaching and training for global engineering perspectives on culture and professional communication practices

    CERN Document Server

    Flammia, Madelyn

    2016-01-01

    Provides a foundation for understanding a range of linguistic, cultural, and technological factors to effectively practice international communication in a variety of professional communication arenas This book presents a range of perspectives, examples, and concepts for teaching international professional communication in different settings. Industry professionals and academic researchers alike have written entries for Teaching and Training for Global Engineering: Perspectives on Culture and Professional Communication Practices, which have been organized into four cohesive, context-based sections that examine central issues associated with offering effective instruction on communication in global settings. The first section presents approaches for teaching issues of language and visual design related to international communication. The second section reviews aspects of software use and ethical practices associated with communicating globally. The third ection discusses how educators can use information a...

  8. FAA Training. Continued Improvements Needed in FAA's Controller Field Training Program. Report to Congressional Requesters.

    Science.gov (United States)

    General Accounting Office, Washington, DC. Resources, Community, and Economic Development Div.

    Having examined the Federal Aviation Administration's (FAA) current program for providing field training to developmental and full-performance-level air traffic controllers, the General Accounting Office (GAO) recommends ensuring that FAA and contractor personnel are providing training consistently and uniformly. Further changes needed to ensure…

  9. E-learning on the road: online learning and social media for continuing professional competency.

    Directory of Open Access Journals (Sweden)

    Alan M Batt

    2016-06-01

    Full Text Available Background The impact of social media and online learning in health professions education has previously shown generally positive results in medical, nursing and pharmacy students. To date there has not been any extensive research into social media and online learning use by prehospital health care professionals such as paramedics. Aim & Methods We sought to identify the extent to which Irish pre-hospital practitioners make use of online learning and social media for continuous professional competency (CPC, and the means by which they do so. A cross-sectional online survey of practitioners was conducted to obtain both quantitative and qualitative data. The release of the survey was in a controlled manner to PHECC registrants via various channels. Participation was voluntary and anonymous. Results A total of 248 respondents completed the survey in full by closing date of 31 March 2015, representing 5.4% of all registrants (n=4,555. 77% of respondents were male, and the majority were registered as Emergency Medical Technicians (49%, followed by Advanced Paramedics (26%. Over 78% of respondents used a mobile device in the course of their clinical duties; the majority used an iOS device. Social media and online learning were considered learning tools by over 75% of respondents, and over 74% agreed they should be further incorporated into prehospital education. The most popular platforms for CPC activities were YouTube and Facebook. The majority of respondents (88% viewed self-directed activities to constitute continuous professional development activity, but 64% felt that an activity that resulted in the awarding of a certificate was better value. Over 90% of respondents had previous experience with online learning, but only 42% indicated they had previously purchased or paid for online learning. Conclusion Prehospital practitioners in Ireland in the population studied consider online learning and social media acceptable for CPC purposes. The main

  10. Impact of partial participation in integrated family planning training on medical knowledge, patient communication and professionalism.

    Science.gov (United States)

    Steinauer, Jody E; Turk, Jema K; Preskill, Felisa; Devaskar, Sangita; Freedman, Lori; Landy, Uta

    2014-04-01

    Obstetrics and gynecology residency programs are required to provide access to abortion training, but residents can opt out of participating for religious or moral reasons. Quantitative data suggest that most residents who opt out of doing abortions participate and gain skills in other aspects of the family planning training. However, little is known about their experience and perspective. Between June 2010 and June 2011, we conducted semistructured interviews with current and former residents who opted out of some or all of the family planning training at ob-gyn residency programs affiliated with the Kenneth J. Ryan Residency Training Program in Abortion and Family Planning. Residents were either self-identified or were identified by their Ryan Program directors as having opted out of some training. The interviews were transcribed and coded using modified grounded theory. Twenty-six physicians were interviewed by telephone. Interviewees were from geographically diverse programs (35% Midwest, 31% West, 19% South/Southeast and 15% North/Northeast). We identified four dominant themes about their experience: (a) skills valued in the family planning training, (b) improved patient-centered care, (c) changes in attitudes about abortion and (d) miscommunication as a source of negative feelings. Respondents valued the ability to partially participate in the family planning training and identified specific aspects of their training which will impact future patient care. Many of the effects described in the interviews address core competencies in medical knowledge, patient care, communication and professionalism. We recommend that programs offer a spectrum of partial participation in family planning training to all residents, including residents who choose to opt out of doing some or all abortions. Learners who morally object to abortion but participate in training in family planning and abortion, up to their level of comfort, gain clinical and professional skills. We

  11. Establishing and maintaining instructional skills through initial and continuing training: A common sense approach

    International Nuclear Information System (INIS)

    Yoder, J.A.; Hall, J.D.; Betz, T.L.; Stoupe, P.J.

    1996-01-01

    Using this common sense approach to determining initial and continuing training for instructional staff members helped XYZ facility to develop a training program that will meet the specific needs of its staff. From the results of the analysis, XYZ can now provide the right training at the right time. THe competency-to-training matrix will assist XYZ in accomplishing this training. This matrix also groups the competencies into the five phases associated with the Systematic Approach to Training methodology. From this common sense approach, XYZ facility has a report detailing many solutions that go beyond training. Awareness of problems, causes, and solutions are the keys to successful facility management. Sharing these issues with the right facility personnel, XYZ will be able to meet and/or exceed the changing expectations placed on them due to ''downsizing'', ''rightsizing'', or ''reengineering''

  12. Communication skills training for mental health professionals working with people with severe mental illness.

    Science.gov (United States)

    Papageorgiou, Alexia; Loke, Yoon K; Fromage, Michelle

    2017-06-13

    Research evidence suggests that both mental health professionals and people with severe mental health illness such as schizophrenia or schizoaffective disorder find it difficult to communicate with each other effectively about symptoms, treatments and their side effects so that they reach a shared understanding about diagnosis, prognosis and treatment. Effective use of communication skills in mental health interactions could be associated with increased patient satisfaction and adherence to treatment. To review the effectiveness of communication skills training for mental health professionals who work with people with severe mental illness. We searched the Cochrane Schizophrenia Trials Register (latest search 17 February, 2016) which is compiled by systematic searches of major resources (including AMED, BIOSIS, CINAHL, Embase, MEDLINE, PsycINFO, PubMed, and registries of clinical trials) and their monthly updates, handsearches, grey literature, and conference proceedings. There are no language, date, document type, or publication status limitations for inclusion of records into the register. All relevant randomised clinical trials (RCTs) that focused on communication skills training (CST) for mental health professionals who work with people with severe mental illness compared with those who received standard or no training. We sought a number of primary (patient adherence to treatment and attendance at scheduled appointments as well as mental health professionals' satisfaction with the training programme) and secondary outcomes (patients' global state, service use, mental state, patient satisfaction, social functioning, quality of life). RCTs where the unit of randomisation was by cluster (e.g. healthcare facility) were also eligible for inclusion. We included one trial that met our inclusion criteria and reported useable data. We independently selected studies, quality assessed them and extracted data. For binary outcomes, we planned to calculate standard

  13. Assessment of current NRC/IE professional training program and recommendations for improvement

    International Nuclear Information System (INIS)

    Bartley, H.J.; Hagerup, J.E.; Harrison, O.J.; Heyer, F.H.K.; Kaas, I.W.; Schwartz, E.G.

    1978-05-01

    This document is the General Research Corporation (GRC) report on Task III: to assess the current NRC/IE professional training program and to provide recommendations for improvement. The major objectives of this task were to determine the overall effectiveness of the NRC/IE training program and to provide recommendations for improvements where appropriate. The research involved a review of course manuals and of student critiques, observation in the classroom and person to person interviews; it also included an evaluation of the assignment of instructors to the Career Management Branch. Findings addressed refresher training, retread training and initial training--with emphasis on the last of these. Conclusions are that: (1) The curriculum provides, in general, types and levels of training needed; (2) the mix of training methods used is correct; and (3) the training management is effective. However, the training facilities do not reflect a commitment to quality instruction nor is assignment as instructor to the Career Management Branch attractive to inspectors. Recommendations presented in the report are based upon the findings; all lie within the implementing authority of Headquarters NRC/IE

  14. Effects of self-paced interval and continuous training on health markers in women

    OpenAIRE

    Connolly, Luke J; Bailey, Stephen J; Krustrup, Peter; Fulford, Jonathan; Smietanka, Chris; Jones, Andrew M

    2017-01-01

    PURPOSE: To compare the effects of self-paced high-intensity interval and continuous cycle training on health markers in premenopausal women.METHODS: Forty-five inactive females were randomised to a high-intensity interval training (HIIT; n = 15), continuous training (CT; n = 15) or an inactive control (CON; n = 15) group. HIIT performed 5 × 5 min sets comprising repetitions of 30-s low-, 20-s moderate- and 10-s high-intensity cycling with 2 min rest between sets. CT completed 50 min of conti...

  15. Continuing professional education: Motivations and experiences of health and social care professional's part-time study in higher education. A qualitative literature review.

    Science.gov (United States)

    Burrow, Simon; Mairs, Hilary; Pusey, Helen; Bradshaw, Timothy; Keady, John

    2016-11-01

    To understand the motivations and experiences of health and social care professionals undertaking part-time, accredited, continuing professional education in higher education. A review following systematic principles. Systematic searches for literature published between January 2000 and December 2015 using the databases: SCOPUS, Web of Science, Medline, PsychINFO, Social Policy and Practice and CINAHL. Studies were included if they were published in the English language and were qualitative in design, focussing on the motivations and experiences of staff engaged in part-time, accredited, higher education study. Three reviewers appraised the quality of the selected studies. Thirteen qualitative studies were identified for the review. Motivating factors for staff to engage in part-time, accredited, continuing professional development study included: personal and professional drivers, influence of workplace/management and funding and availability. Key themes in relation to how staff experienced study included: the demands of adjusting to the academic requirements of higher education study; the experience of juggling competing demands of study, work and family; and the presence or absence of support for part-time study in the personal and professional arenas. Health and social care professionals experience a number of challenges when engaging in part-time, continuing professional education in higher education institutions. A significant challenge is the juggling of competing demands of study, work and family, and this may have a negative impact on learning. Research is needed to inform how higher education can address the specific learning needs of this population and develop pedagogic approaches that are both responsive to need and support of effective learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

  16. Pilot evaluation of a continuing professional development tool for developing leadership skills.

    Science.gov (United States)

    Patterson, Brandon J; Chang, Elizabeth H; Witry, Matthew J; Garza, Oscar W; Trewet, CoraLynn B

    2013-01-01

    Strategies are needed to assure essential nonclinical competencies, such as leadership, can be gained using a continuing professional development (CPD) framework. The objective of this study was to explore student pharmacists' utilization and perceived effectiveness of a CPD tool for leadership development in an elective course. Students completed 2 CPD cycles during a semester-long leadership elective using a CPD tool. A questionnaire was used to measure students' perceptions of utility, self-efficacy, and satisfaction in completing CPD cycles when using a tool to aid in this process. The CPD tool was completed twice by 7 students. On average, students spent nearly 5 hours per CPD cycle. More than half (57.1%) scored themselves as successful or very successful in achieving their learning plans, and most (71.4%) found the tool somewhat useful in developing their leadership skills. Some perceived that the tool provided a systematic way to engage in leadership development, whereas others found it difficult to use. In this pilot study, most student pharmacists successfully achieved a leadership development plan and found the CPD tool useful. Providing students with more guidance may help facilitate use and effectiveness of CPD tools. There is a need to continue to develop and refine tools that assist in the CPD of pharmacy practitioners at all levels. Copyright © 2013 Elsevier Inc. All rights reserved.

  17. Partnering to develop a continuing professional development program in a low-resource setting: Cambodia.

    Science.gov (United States)

    Mack, Heather G; Meng, Ngy; Parsons, Tanya; Schlenther, Gerhard; Murray, Neil; Hart, Richard

    2017-08-01

    To design and implement a continuing professional development (CPD) program for Cambodian ophthalmologists. Partnering (twinning) between the Royal Australian and New Zealand College of Ophthalmologists (RANZCO) and the Cambodian Ophthalmological Society (COS). Practicing ophthalmologists in Cambodia. A conjoint committee comprising 4 ophthalmologists from RANZCO and 3 ophthalmologists from COS was established, supported by a RANZCO administrative team experienced in CPD administration. CPD requirements and recording were adapted from the RANZCO CPD framework. Cambodian ophthalmologists were surveyed during program implementation and after handover to COS. At the end of the 3-year program at handover to COS, a CPD program and online recording system was established. All 47 (100%) practicing ophthalmologists in Cambodia were registered for CPD, and 21/47 (45%) were actively participating in the COS CPD program online recording. Surveys of attitudes toward CPD demonstrated no significant change. Partnering was moderately effective in establishing a CPD program for Cambodian ophthalmologists. Uptake of CPD may have been limited by lack of a requirement for CPD for continuing medical licensure in Cambodia. Follow-up will be necessary to demonstrate CPD program longevity. Copyright © 2017 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.

  18. Training health care professionals in root cause analysis: a cross-sectional study of post-training experiences, benefits and attitudes.

    Science.gov (United States)

    Bowie, Paul; Skinner, Joe; de Wet, Carl

    2013-02-07

    Root cause analysis (RCA) originated in the manufacturing engineering sector but has been adapted for routine use in healthcare to investigate patient safety incidents and facilitate organizational learning. Despite the limitations of the RCA evidence base, healthcare authorities and decision makers in NHS Scotland - similar to those internationally - have invested heavily in developing training programmes to build local capacity and capability, and this is a cornerstone of many organizational policies for investigating safety-critical issues. However, to our knowledge there has been no systematic attempt to follow-up and evaluate post-training experiences of RCA-trained staff in Scotland. Given the significant investment in people, time and funding we aimed to capture and learn from the reported experiences, benefits and attitudes of RCA-trained staff and the perceived impact on healthcare systems and safety. We adapted a questionnaire used in a published Australian research study to undertake a cross sectional online survey of health care professionals (e.g. nursing & midwifery, medical doctors and pharmacists) formally trained in RCA by a single territorial health board region in NHS Scotland. A total of 228/469 of invited staff completed the survey (48%). A majority of respondents had yet to participate in a post-training RCA investigation (n=127, 55.7%). Of RCA-experience staff, 71 had assumed a lead investigator role (70.3%) on one or more occasions. A clear majority indicated that their improvement recommendations were generally or partly implemented (82%). The top three barriers to RCA success were cited as: lack of time (54.6%), unwilling colleagues (34%) and inter-professional differences (31%). Differences in agreement levels between RCA-experienced and inexperienced respondents were noted on whether a follow-up session would be beneficial after conducting RCA (65.3% v 39.4%) and if peer feedback on RCA reports would be of educational value (83.2% v 37

  19. [Ethics and values in professional training in health: a case study].

    Science.gov (United States)

    Finkler, Mirelle; Caetano, João Carlos; Ramos, Flávia Regina Souza

    2013-10-01

    The scope of this research was to analyze the ethical dimension of the training of health professionals, specifically in Dentistry. Interviews were conducted with teachers, in addition to observation of academic activities and focus groups with students of two undergraduate courses. Data analysis revealed some elements of the hidden curriculum that influences the ethical dimension of training. The results discussed here suggest different ethical concepts in the academic environment with the predominance of an implicit code of ethics, the consequences of which require attention in the management of daily ethical conflicts. Based on common sense and a lack of intentionality of the academic staff with respect to the ethical training of students, it is imperative to know the values + they cherish in order to understand their moral development and identify a bioethical benchmark upon which the pedagogical-ethical issue is grounded. By way of conclusion, it is essential to assume individual and collective teaching responsibility for the ethical dimension of training in order that the professional training also has the potential for the integrated training of the human being as a whole.

  20. Does Mindfulness Training Enhance the Professional Development of Residents? A Qualitative Study.

    Science.gov (United States)

    Verweij, Hanne; van Ravesteijn, Hiske; van Hooff, Madelon L M; Lagro-Janssen, Antoine L M; Speckens, Anne E M

    2018-04-24

    In addition to developing diagnostic and clinical skills, postgraduate medical education should stimulate residents' professional development. Teaching medical professionalism is challenging and is often left largely to the informal and hidden curricula. An intervention that might be beneficial for medical residents is Mindfulness-Based Stress Reduction (MBSR). The authors implemented MBSR as an optional course for residents and qualitatively explored how it influenced residents professionally. Between 2014 and 2016, the authors conducted 19 in-depth, face-to-face interviews with residents who had participated in an MBSR course at Radboud university medical center, the Netherlands. Medical and surgical residents, across a range of disciplines, participated. The authors used the constant comparison method to analyze the data. The analysis of the data resulted in five themes: awareness of thoughts, emotions, bodily sensations, and behavior; increased self-reflection; acceptance and nonjudgment; increased resilience; and relating to others. Residents indicated that the MBSR training increased their awareness and self-reflection at work, and they were more accepting toward themselves and toward their limitations. Furthermore, they mentioned being more resilient and better at setting priorities and limits. They improved their self-care and work-life balance. In addition, residents indicated that the training made them more aware of how they communicated. They asked for help more often and seemed to be more open toward feedback. Lastly, they indicated an increased sense of compassion for others. This study indicated that mindfulness training can serve as a tool to cultivate important professional competencies for residents.

  1. Peers versus professional training of basic life support in Syria: a randomized controlled trial.

    Science.gov (United States)

    Abbas, Fatima; Sawaf, Bisher; Hanafi, Ibrahem; Hajeer, Mohammad Younis; Zakaria, Mhd Ismael; Abbas, Wafaa; Alabdeh, Fadi; Ibrahim, Nazir

    2018-06-18

    Peer training has been identified as a useful tool for delivering undergraduate training in basic life support (BLS) which is fundamental as an initial response in cases of emergency. This study aimed to (1) Evaluate the efficacy of peer-led model in basic life support training among medical students in their first three years of study, compared to professional-led training and (2) To assess the efficacy of the course program and students' satisfaction of peer-led training. A randomized controlled trial with blinded assessors was conducted on 72 medical students from the pre-clinical years (1st to 3rd years in Syria) at Syrian Private University. Students were randomly assigned to peer-led or to professional-led training group for one-day-course of basic life support skills. Sixty-four students who underwent checklist based assessment using objective structured clinical examination design (OSCE) (practical assessment of BLS skills) and answered BLS knowledge checkpoint-questionnaire were included in the analysis. There was no statistically significant difference between the two groups in delivering BLS skills to medical students in practical (P = 0.850) and BLS knowledge questionnaire outcomes (P = 0.900). Both groups showed statistically significant improvement from pre- to post-course assessment with significant statistical difference in both practical skills and theoretical knowledge (P-Value life support for medical students was beneficial and it provided a quality of education which was as effective as training conducted by professionals. This method is applicable and desirable especially in poor-resource countries and in crisis situation.

  2. Effects of self-paced interval and continuous training on health markers in women

    DEFF Research Database (Denmark)

    Connolly, Luke J; Bailey, Stephen J; Krustrup, Peter

    2017-01-01

    PURPOSE: To compare the effects of self-paced high-intensity interval and continuous cycle training on health markers in premenopausal women. METHODS: Forty-five inactive females were randomised to a high-intensity interval training (HIIT; n = 15), continuous training (CT; n = 15) or an inactive...... control (CON; n = 15) group. HIIT performed 5 × 5 min sets comprising repetitions of 30-s low-, 20-s moderate- and 10-s high-intensity cycling with 2 min rest between sets. CT completed 50 min of continuous cycling. Training was completed self-paced, 3 times weekly for 12 weeks. RESULTS: Peak oxygen...... uptake (16 ± 8 and 21 ± 12%), resting heart rate (HR) (-5 ± 9 and -4 ± 7 bpm) and visual and verbal learning improved following HIIT and CT compared to CON (P HIIT (P 

  3. Virtual reality skills training for health care professionals in alcohol screening and brief intervention.

    Science.gov (United States)

    Fleming, Michael; Olsen, Dale; Stathes, Hilary; Boteler, Laura; Grossberg, Paul; Pfeifer, Judie; Schiro, Stephanie; Banning, Jane; Skochelak, Susan

    2009-01-01

    Educating physicians and other health care professionals about the identification and treatment of patients who drink more than recommended limits is an ongoing challenge. An educational randomized controlled trial was conducted to test the ability of a stand-alone training simulation to improve the clinical skills of health care professionals in alcohol screening and intervention. The "virtual reality simulation" combined video, voice recognition, and nonbranching logic to create an interactive environment that allowed trainees to encounter complex social cues and realistic interpersonal exchanges. The simulation included 707 questions and statements and 1207 simulated patient responses. A sample of 102 health care professionals (10 physicians; 30 physician assistants or nurse practitioners; 36 medical students; 26 pharmacy, physican assistant, or nurse practitioner students) were randomly assigned to a no training group (n = 51) or a computer-based virtual reality intervention (n = 51). Professionals in both groups had similar pretest standardized patient alcohol screening skill scores: 53.2 (experimental) vs 54.4 (controls), 52.2 vs 53.7 alcohol brief intervention skills, and 42.9 vs 43.5 alcohol referral skills. After repeated practice with the simulation there were significant increases in the scores of the experimental group at 6 months after randomization compared with the control group for the screening (67.7 vs 58.1; P virtual reality simulation to demonstrate an increase in the alcohol screening and brief intervention skills of health care professionals.

  4. Training the CSR Sensitive Mind-Set: The Integration of CSR into the Training of Business Administration Professionals

    Directory of Open Access Journals (Sweden)

    Eglė Stonkutė

    2018-03-01

    Full Text Available Current corporations are subject to stringent requirements in terms of sustainable development; however, a relevant problem is highlighted on the basis of the studies conducted. On the one hand, corporations experience greater or lesser pressure, while on the other hand, it must be admitted that the problem of demand for professionals, which is presupposed by the insufficient quality of training in higher education institutions, is important. This is somewhat strange given that the issues of business ethics, corporate social responsibility, and sustainability have attracted increased attention in management education in recent years, and a five-fold increase in the number of stand-alone ethics courses has been noted since 1988. This interaction could contribute to the development of CSR, however a certain dissonance of cooperation between higher education and business exists, as there is a lack of leadership in this area in the study programs of business administration approved by the states, as well as in higher education institutions. Given these facts, the goal of the paper is to analyze the Master of Business Administration programs in North America, Europe, Asia, and Australia to offer direction to the challenge of integrating corporate social responsibility (CSR into management and training. The method of analysis of professional business and administration training program content in terms of the integration of CSR was used during the survey. Using panel data of 28 full-time MBA programs, our findings show that that the core parts of MBAs under analysis merely—and mostly indirectly—cover CSR issues through one core course on business ethics. However, the leading MBA programs are currently missing an opportunity by ignoring their responsibility to support the training of CSR-minded future business administration professionals. The results of our research may act as a guide to which areas should be modified and/or changed.

  5. Travel Industry Specialists’ Training for Professional Activities in a Foreign Language in the North Caucasus Federal District of Russia

    Directory of Open Access Journals (Sweden)

    Elena V. Markaryan

    2013-01-01

    Full Text Available This article is devoted to the theoretical and practical aspects of foreign language teaching of the future hospitality and tourism specialists in terms of professional intercultural communication. First of all, we have analyzed the peculiarities of professional activities and job specification of tourism specialists, then on these grounds we have selected professional foreign competences, which are necessary to develop while teaching this type of specialists foreign languages. Taking into consideration the nature of the tourism specialists’ professional activities and the training objectives of professional foreign language communication, we have worked out the fundamental methodological principles of teaching foreign languages for special purposes, namely the professional communicative principle and the professional intercultural principle. At the same time, we have presented linguistic-didactic basics of tourism specialists’ language training. Particular emphasis is put on the use of the materials, containing regional component, which facilitate to develop the ability to represent native culture during professional intercultural communication.

  6. The difficulty of professional continuation among female doctors in Japan: a qualitative study of alumnae of 13 medical schools in Japan

    Science.gov (United States)

    Nomura, Kyoko; Yamazaki, Yuka; Gruppen, Larry D; Horie, Saki; Takeuchi, Masumi; Illing, Jan

    2015-01-01

    Objectives To investigate the difficulties Japanese female doctors face in continuing professional practice. Design A qualitative study using the Kawakita Jiro method. Setting A survey conducted in 2011 of 13 private Japanese medical school alumni associations. Participants 359 female doctors. Primary outcome measures Barriers of balancing work and gender role. Results The female doctors reported that professional practice was a struggle with long working hours due to a current shortage of doctors in Japan. There was also a severe shortage of childcare facilities in the workplace. Some women appeared to have low confidence in balancing the physician's job and personal life, resulting in low levels of professional pursuit. There appeared to be two types of stereotypical gender roles, including one expected from society, stating that “child rearing is a woman's job”, and the other perceived by the women themselves, that some women had a very strong desire to raise their own children. Male doctors and some female doctors who were single or older were perceived to be less enthusiastic about supporting women who worked while raising children because these coworkers feared that they would have to perform additional work as a result of the women taking long periods of leave. Conclusions Important factors identified for promoting the continuation of professional practice among female doctors in Japan were the need to improve working conditions, including cutting back on long working hours, a solution to the shortage of nurseries, a need for the introduction of educational interventions to clarify professional responsibilities, and redefinition of the gender division of labour for male and female doctors. In addition, we identified a need to modernise current employment practices by introducing temporary posts to cover maternity leave and introducing flexible working hours during specialist training, thus supporting and encouraging more women to continue their medical

  7. The difficulty of professional continuation among female doctors in Japan: a qualitative study of alumnae of 13 medical schools in Japan.

    Science.gov (United States)

    Nomura, Kyoko; Yamazaki, Yuka; Gruppen, Larry D; Horie, Saki; Takeuchi, Masumi; Illing, Jan

    2015-03-27

    To investigate the difficulties Japanese female doctors face in continuing professional practice. A qualitative study using the Kawakita Jiro method. A survey conducted in 2011 of 13 private Japanese medical school alumni associations. 359 female doctors. Barriers of balancing work and gender role. The female doctors reported that professional practice was a struggle with long working hours due to a current shortage of doctors in Japan. There was also a severe shortage of childcare facilities in the workplace. Some women appeared to have low confidence in balancing the physician's job and personal life, resulting in low levels of professional pursuit. There appeared to be two types of stereotypical gender roles, including one expected from society, stating that "child rearing is a woman's job", and the other perceived by the women themselves, that some women had a very strong desire to raise their own children. Male doctors and some female doctors who were single or older were perceived to be less enthusiastic about supporting women who worked while raising children because these coworkers feared that they would have to perform additional work as a result of the women taking long periods of leave. Important factors identified for promoting the continuation of professional practice among female doctors in Japan were the need to improve working conditions, including cutting back on long working hours, a solution to the shortage of nurseries, a need for the introduction of educational interventions to clarify professional responsibilities, and redefinition of the gender division of labour for male and female doctors. In addition, we identified a need to modernise current employment practices by introducing temporary posts to cover maternity leave and introducing flexible working hours during specialist training, thus supporting and encouraging more women to continue their medical careers. Published by the BMJ Publishing Group Limited. For permission to use (where not

  8. The emotional and professional wellbeing of Australian midwives: A comparison between those providing continuity of midwifery care and those not providing continuity.

    Science.gov (United States)

    Fenwick, Jennifer; Sidebotham, Mary; Gamble, Jenny; Creedy, Debra K

    2018-02-01

    Continuity of midwifery care contributes to significant positive outcomes for women and babies. There is a perception that providing continuity of care may negatively impact on the wellbeing and professional lives of midwives. To compare the emotional and professional wellbeing as well as satisfaction with time off and work-life balance of midwives providing continuity of care with midwives not providing continuity. Online survey. Measures included; Copenhagen Burnout Inventory (CBI); Depression, Anxiety and Stress Scale-21; and Perceptions of Empowerment in Midwifery Scale (PEMS-Revised). The sample (n=862) was divided into two groups; midwives working in continuity (n=214) and those not working in continuity (n=648). Mann Whitney U tests were used to compare the groups. The continuity group had significantly lower scores on each of the burnout subscales (CBI Personal p=.002; CBI Work pwork-life balance. Our results indicate that providing continuity of midwifery care is also beneficial for midwives. Conversely, midwives working in shift-based models providing fragmented care are at greater risk of psychological distress. Maternity service managers should feel confident that re-orientating care to align with the evidence is likely to improve workforce wellbeing and is a sustainable way forward. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  9. Lower limb strength in professional soccer players: profile, asymmetry, and training age.

    Science.gov (United States)

    Fousekis, Konstantinos; Tsepis, Elias; Vagenas, George

    2010-01-01

    Kicking and cutting skills in soccer are clearly unilateral, require asymmetrical motor patterns and lead to the development of asymmetrical adaptations in the musculoskeletal function of the lower limbs. Assuming that these adaptations constitute a chronicity-dependent process, this study examined the effects of professional training age (PTA) on the composite strength profile of the knee and ankle joint in soccer players. One hundred soccer players (n=100) with short (5-7 years), intermediate (8-10 years) and long (>11 years) PTA were tested bilaterally for isokinetic concentric and eccentric strength of the knee and ankle muscles. Knee flexion-extension was tested concentrically at 60°, 180° and 300 °/sec and eccentrically at 60° and 180 °/sec. Ankle dorsal and plantar flexions were tested at 60 °/sec for both the concentric and eccentric mode of action. Bilaterally averaged muscle strength [(R+L)/2] increased significantly from short training age to intermediate and stabilized afterwards. These strength adaptations were mainly observed at the concentric function of knee extensors at 60°/sec (p = 0. 023), knee flexors at 60°/sec (p = 0.042) and 180°/sec (p = 0.036), and ankle plantar flexors at 60o/sec (p = 0.044). A linear trend of increase in isokinetic strength with PTA level was observed for the eccentric strength of knee flexors at 60°/sec (p = 0.02) and 180°/sec (p = 0.03). Directional (R/L) asymmetries decreased with PTA, with this being mainly expressed in the concentric function of knee flexors at 180°/sec (p = 0.04) and at 300 °/sec (p = 0.03). These findings confirm the hypothesis of asymmetry in the strength adaptations that take place at the knee and ankle joint of soccer players mainly along with short and intermediate PTA. Players with a longer PTA seem to adopt a more balanced use of their lower extremities to cope with previously developed musculoskeletal asymmetries and possibly reduce injury risk. This has certain implications

  10. Family Health Strategy professionals' view on the effects of Hansen's disease training

    Directory of Open Access Journals (Sweden)

    Ana Lúcia Alves de Souza

    2015-08-01

    Full Text Available OBJECTIVEEvaluating how professionals of family health teams from three municipalities of Pernambuco perceive and interpret the effects of Hansen's disease training.METHODSA qualitative study using the perspective of Habermas. Six focus groups, totaling 33 nurses and 22 doctors were formed. The guide consisted of: reactions to training, learning, transfer of knowledge and organizational results.RESULTSThere were recurrent positive opinions on instructor performance, course materials, and an alert attitude to the occurrence of cases; the negative points were about lack of practical teaching, a lot of information in a short period of time and little emphasis on basic content. Low perceived self-efficacy and low locus of control, ambiguity, conflict of skills and the lack of support for the learning application. Nurses showed greater dissatisfaction with the organizational support.CONCLUSIONThe low effectiveness of training reveals the need to negotiate structured training from work problematization, considering performance conditions.

  11. Differential cardiac effects of aerobic interval training versus moderate continuous training in a patient with schizophrenia: a case report.

    Directory of Open Access Journals (Sweden)

    Marco eHerbsleb

    2014-08-01

    Full Text Available Increased cardiovascular morbidity and mortality rates for patients with schizophrenia are reported to contribute to their reduced life expectancy. Common reasons for increased cardiac mortality rates include cigarette smoking, obesity, dyslipidemia, diabetes and poorer health behavior in general. The majority of excess mortality among people with schizophrenia is caused by cardiovascular complications. Reduced vagal activity might be one important mechanism leading to this increased cardiac mortality and has been consistently described in patients and their healthy first-degree relatives.In this case study, we compared two different aerobic exercise regimes in one patient with chronic schizophrenia to investigate their effects on cardiovascular regulation. The patient completed a 6-week period of moderate continuous training followed by a 6-week period of interval training, each regime 2 times per week, on a stationary bicycle. This was followed by a 6-week period of detraining. Primary outcome measures examined heart rate (HR and heart rate variability (HRV at rest while secondary measures assessed fitness parameters such as the ventilatory threshold 1 (VT1. We observed that interval training was far more effective than moderate continuous training in increasing HRV, as indicated by RMSSD (improvement to baseline 27% vs. 18%, and reducing resting heart rate (-14% vs. 0%. Improvement in VT1 (21% vs. -1% was only observed after interval training. Our study provides preliminary data that the type of intervention is highly influential for improving cardiac function in patients with schizophrenia. While cardiovascular function might be influenced by continuous training to some degree, no such effect was present in this patient with schizophrenia. In addition, the beneficial effect of interval training on heart rate regulation vanished completely after a very short period of detraining after the intervention.

  12. Development and Implementation of a Training-of-Trainers Program for Continuous Positive Airway Pressure in Neonatal and Pediatric Patients in Five Low- and Middle-Income Countries.

    Science.gov (United States)

    Wilson, Patrick T; Benckert, Megan M; Moresky, Rachel T; Morris, Marilyn C

    2017-10-01

    We describe a pragmatic training-of-trainers program for the use of continuous positive airway pressure (CPAP) for neonatal and pediatric patients. The program is designed for medical professionals working in low- and middle-income countries and involves 2 days of in-class training followed by 1 day of in-service training. The program was created after training in Cambodia, Ghana, Honduras, Kenya and Rwanda and addresses the issues of resource availability, cultural context and local buy-in and partnership in low- and middle-income countries. We hope others will use the training program to increase knowledge and use of CPAP with the ultimate goal of improving neonatal and pediatric survival globally. © The Author [2017]. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  13. Conception of a course for professional training and education in the field of computer and mobile forensics, part III: network forensics and penetration testing

    Science.gov (United States)

    Kröger, Knut; Creutzburg, Reiner

    2014-02-01

    IT security and computer forensics are important components in the information technology. From year to year, incidents and crimes increase that target IT systems or were done with their help. More and more companies and authorities have security problems in their own IT infrastructure. To respond to these incidents professionally, it is important to have well trained staff. The fact that many agencies and companies work with very sensitive data make it necessary to further train the own employees in the field of network forensics and penetration testing. Motivated by these facts, this paper - a continuation of a paper of January 2012 [1], which showed the conception of a course for professional training and education in the field of computer and mobile forensics - addresses the practical implementation important relationships of network forensic and penetration testing.

  14. Monitoring Physical and Cognitive Overload During a Training Camp in Professional Female Cyclists.

    Science.gov (United States)

    Decroix, Lieselot; Piacentini, Maria Francesca; Rietjens, Gerard; Meeusen, Romain

    2016-10-01

    High training loads combined with other stressors can lead to performance decrements. The time needed to recover determines the diagnosis of (non)-functional overreaching or the overtraining syndrome. The aim of this study was to describe the effects of an 8-day (intensified) training camp of professional female cyclists on physical and cognitive performance. Nine subjects performed a 30-min time trial (TT), cognitive test, and Profile of Mood States questionnaire before, during, and after a training camp (49% increased training volume). On data collection, cyclists were classified as "overreached" (OR) or "adapted" (A) based on TT performance. Two-way repeated-measures analysis of variance was used to detect changes in physical and cognitive parameters. Five cyclists were described as OR based on decreased mean power output (MPO) (-7.03%) on day 8. Four cyclists were classified as A (increased MPO: +1.72%). MPO and maximal heart rate were significantly different between A and OR groups. A significant slower reaction time (RT) (+3.35%) was found in OR subjects, whereas RT decreased (-4.59%) in A subjects. The change in MPO was negatively correlated with change in RT in the cognitive test (R 2 = .52). This study showed that the use of objective, inexpensive, and easy-to-interpret physical and cognitive tests can facilitate the monitoring of training adaptations in professional female athletes.

  15. COACHES' PERCEPTIONS OF COMPETENCE AND ACKNOWLEDGEMENT OF TRAINING NEEDS RELATED TO PROFESSIONAL COMPETENCES

    Directory of Open Access Journals (Sweden)

    Sofia Santos

    2010-03-01

    Full Text Available The purpose of the present study was to examine coaches' perceptions of competence and acknowledgement of training needs related to professional competences according to the professional experience and academic education. The participants were 343 coaches from several sports, who answered to a questionnaire that includes a scale focused on perceptions of competence and another scale on acknowledgment of training needs. An exploratory factor analysis with Maximum Likelihood Factoring was used with Oblimin rotation for the identification of emergent factors. Comparison on coaches' perceptions in function of coaching experience and coaches' academic background were made applying One-way ANOVA and Tukey's post hoc multiple comparisons. Factor analysis on coaches' perceptions of competence and acknowledgement of training needs made apparent three main areas of competences, i.e. competences related to annual and multi-annual planning; competences related to orientation towards practice and competition; and personal and coaching education competences. Coaches' perceptions were influenced by their experience, as low experienced coaches rated themselves at lower levels of competence and with more training needs; also coaches with high education, in Physical Education or others, perceived themselves as more competent than coaches with no higher education. Finally, the majority of the coaches perceived themselves to be competent but, nevertheless, they indicated to have training needs, which brings an important feedback to coach education. This suggests that coaches are interested in increasing their knowledge and competence in a broad range of areas which should be considered in future coach education programs

  16. Integration of the thiol redox status with cytokine response to physical training in professional basketball players.

    Science.gov (United States)

    Zembron-Lacny, A; Slowinska-Lisowska, M; Ziemba, A

    2010-01-01

    The present study was designed to evaluate the plasma markers of reactive oxygen species (ROS) activity and cytokines, and their relationship with thiol redox status of basketball players during training. Sixteen professional players of the Polish Basketball Extraleague participated in the study. The study was performed during the preparatory period and the play-off round. Markers of ROS activity (lipid peroxidation TBARS, protein carbonylation PC) and reduced glutathione (GSH) demonstrated regularity over time, i.e. TBARS, PC and GSH were elevated at the beginning and decreased at the end of training periods. Oxidized glutathione (GSSG) was not affected by exercise training. Thiol redox status (GSH(total)-2GSSG/GSSG) correlated with TBARS and PC in both training periods. The level of interleukin-6 (IL-6) was increased and positively correlated with thiol redox (r=0.423) in the preparatory period, whereas tumor necrosis factor alpha (TNFalpha) was increased and inversely correlated with thiol redox (r= 0.509) in the play-off round. The present study showed significant shifts in markers of ROS activity, thiol redox status and inflammatory mediators (IL-6, TNFalpha) following professional sport training as well as correlation between changes in thiol redox and cytokine response.

  17. An investigation into the challenges facing the future provision of continuing professional development for allied health professionals in a changing healthcare environment

    International Nuclear Information System (INIS)

    Gibbs, Vivien

    2011-01-01

    This paper outlines current challenges facing healthcare providers and education providers in trying to ensure Allied Health Professionals (AHPs) are fit for practice, in a climate driven by financial constraints and service improvement directives from the Department of Health (DH). Research was undertaken in 2009 to investigate the current provision of Continuing Professional Development (CPD) in the southwest region of England. The purpose was to define exactly what problems existed with this provision, and to propose changes which could be implemented in order to ensure that the provision meets the needs of stakeholders in future years.

  18. Development of structural model of adaptive training complex in ergatic systems for professional use

    Science.gov (United States)

    Obukhov, A. D.; Dedov, D. L.; Arkhipov, A. E.

    2018-03-01

    The article considers the structural model of the adaptive training complex (ATC), which reflects the interrelations between the hardware, software and mathematical model of ATC and describes the processes in this subject area. The description of the main components of software and hardware complex, their interaction and functioning within the common system are given. Also the article scrutinizers a brief description of mathematical models of personnel activity, a technical system and influences, the interactions of which formalize the regularities of ATC functioning. The studies of main objects of training complexes and connections between them will make it possible to realize practical implementation of ATC in ergatic systems for professional use.

  19. Communication skills training increases self-efficacy of health care professionals

    DEFF Research Database (Denmark)

    Nørgaard, Birgitte; Ammentorp, Jette; Ohm Kyvik, Kirsten

    2012-01-01

    Despite the knowledge of good communication as a precondition for optimal care and treatment in health care, serious communication problems are still experienced by patients as well as by health care professionals. An orthopedic surgery department initiated a 3-day communication skills training...... course for all staff members expecting an increase in patient-centeredness in communication and more respectful intercollegial communication. The aim of this study was to investigate the impact of this training course on participants' self-efficacy with a focus on communication with both colleagues...

  20. The Modeling as Didactic Method in the Scientific-Professional Training of the Psychologist

    Directory of Open Access Journals (Sweden)

    Lic. Ramiro Gross Tur

    2016-02-01

    Full Text Available The modeling method has often been developed or recognized in various processes related to training of psychologists studies. It has educational value as its application favors the appropriation of skills and capacity necessary for the performance on the student. However, the method has limitations because it does not exhaust the content praxiological psychology in the teaching-learning process. Therefore, the modeling required to be valued its limitations and potentials in order to plan actions necessary to improve or complement other methods, which serve to improve the process of scientific and professional training of psychologists, with emphasis on the labor dimension.