Introduction of a Continuing Professional Development Tool for Preceptors

2014 ◽  
Vol 28 (2) ◽  
pp. 212-219 ◽  
Author(s):  
Toyin Tofade ◽  
Jane Kim ◽  
Lisa Lebovitz ◽  
Kim Leadon ◽  
Lena Maynor ◽  
...  
Keyword(s):  
Professional Development ◽  
Health System ◽  
Student Learning ◽  
Continuing Professional Development ◽  
Pharmacy Education ◽  
Learning Goals ◽  
General Consensus ◽  
Development Tool ◽  
Starting Point ◽  
Professional Teaching

Accreditation Council for Pharmacy Education (ACPE) guidelines state that preceptors should “have a systematic, self-directed approach to their own continuing professional development (CPD).” The objective of this study was to encourage preceptors to take advantage of the ACPE CPD resources and implement the concept of CPD (reflect, plan, act, evaluate, record) as a framework for guiding individual preceptor’s continuing development as educators and to determine their opinion regarding the usefulness, effectiveness, and obstacles to implementation of this approach. A total of 3713 preceptors from the participating schools were encouraged to undergo CPD training and invited to respond to a series of questions. Of the initial respondents, 48% represented health system/hospital preceptors, followed by community/independent pharmacists (64 of 236, 28%). Preceptor respondents often train students from multiple schools/colleges (average = 1.9 schools/colleges per preceptor) and 90% agreed or strongly agreed with the statement, “the CPD model, as learned in the webcasts, is beneficial for ongoing preceptor development.” The general consensus was that the preceptor portfolio provided motivation to reflect, plan, and set more defined and realistic goals for students, residents, and themselves as educators and could be a valuable starting point for promoting preceptors’ reflection, planning, and action related to rotation management, professional teaching, and student learning goals.

Learning Communities as Continuing Professional Development for Sport Coaches

2011 ◽  
Vol 4 (2) ◽  
pp. 40-61 ◽  
Author(s):  
Rachael Bertram ◽  
Wade Gilbert
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Student Learning ◽  
Learning Community ◽  
Professional Learning ◽  
Continuing Professional Development ◽  
Lessons Learned ◽  
Learning Goals ◽  
Coach Learning ◽  
Sport Coaches

Continuing professional development (CPD) for sport coaches has been defined as all kinds of professional learning that occurs after initial certification (Nelson et al., 2006), and includes both non-formal and informal learning situations. Despite the fact that within the past decade there has been an increasing number of studies on these learning situations, learning communities as a type of CPD have received little attention. Therefore, the purpose of this paper is to share initial observations and lessons learned from creating and implementing sport coach learning communities. In addition, this paper extends the dialogue on learning community implementation and assessment. Our learning community efforts were formulated around five key guidelines: (1) Stable settings dedicated to improving instruction and learning, (2) Job-alike teams, (3) Published protocols that guide but do not prescribe, (4) Trained peer facilitators, and (5) Working on student learning goals until there are tangible gains in student learning.

The challenges of continuing professional development among academic staff during the COVID-19 pandemic in Ukraine

2021 ◽  
Vol 7 (3B) ◽  
pp. 79-89
Author(s):  
Yaroslava Belmaz ◽  
Oksana Horovenko ◽  
Liudmyla Bakhmat ◽  
Lesia Kalashnikova ◽  
Maryna Shevchenko
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Motivating Factors ◽  
Professional Activities ◽  
Professional Interest ◽  
Starting Point ◽  
Self Development ◽  
Research Questions

The research is focused on studying continuing professional development (CPD) of academic staff in Ukraine. The starting point is to analyze various definitions to describe the concept and defining skills crucial for CPD activities. To study various aspects of CPD, the questionnaire was created and made available from September to November, 2020. It was used to gather both quantitative and qualitative data to address the research questions, particularly the attitude, advantages, obstacles, etc. The findings of the study suggest that for most respondents CPD is a necessary component of professional activities indicating that the most motivating factors are self-development, self-improvement and professional interest. The respondents consider courses, internships, online seminars and webinars to be the most effective listing courses and conferences as the most often chosen ways of CPD. The majority of the surveyed noted that they had up to 10 hours of CPD during the quarantine in spring 2020 with focus on technical characteristics, forms and methods of online teaching.

scholarly journals Advancing the Adoption of Continuing Professional Development (CPD) in the United States

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 157
Author(s):  
James A. Owen ◽  
Jann B. Skelton ◽  
Lucinda L. Maine
Keyword(s):  
Professional Development ◽  
United States ◽  
Patient Care ◽  
Professional Competence ◽  
Care Delivery ◽  
Continuing Professional Development ◽  
The United States ◽  
Pharmacy Education ◽  
Development Plans ◽  
Patient Care Delivery

Over the last four decades, the expanded patient care roles of pharmacists in the United States (U.S.) have increased focus on ensuring the implementation of processes to enhance continuing professional development within the profession. The transition from a model of continuing pharmacy education (CPE) to a model of continuing professional development (CPD) is still evolving. As pharmacists assume more complex roles in patient care delivery, particularly in community-based settings, the need to demonstrate and maintain professional competence becomes more critical. In addition, long-held processes for post-graduate education and licensure must also continue to adapt to meet these changing needs. Members of the pharmacy profession in the U.S. must adopt the concept of CPD and implement processes to support the thoughtful completion of professional development plans. Comprehensive, state-of-the-art technology solutions are available to assist pharmacists with understanding, implementing and applying CPD to their professional lives.

Faculty and Career Advising

2017 ◽  
Vol 45 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Kristin M. Vespia ◽  
Stephanie D. Freis ◽  
Rebecca M. Arrowood
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Goals ◽  
Major Selection ◽  
Faculty Advisors ◽  
Career Advising

Psychology prioritizes students’ professional or career development by including it as one of the five undergraduate learning goals. Faculty advisors are critical to that development but likely feel less prepared for the role. Departments face challenges assessing associated student learning outcomes. We introduce an instrument programs can use to evaluate outcomes and advisors can use to measure students’ advising needs, perceptions, and preferences. We share results from an undergraduate sample ( N = 91) to illustrate potential data and uses. For example, these students viewed faculty as knowledgeable career advisors and expressed confidence in their major selection but simultaneously reported feeling unprepared for postgraduation life and thought the major was not highly marketable. We offer specific recommendations for using such data to promote professional development.

Learning to Teach Again: What Professional Development Approach Matters?

2021 ◽  
pp. 1-10
Author(s):  
Anqi Deng ◽  
Tan Zhang ◽  
Yubing Wang ◽  
Ang Chen
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Student Learning ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Continuing Professional Development ◽  
Knowledge Gain ◽  
Development Approach ◽  
Fitness And Health ◽  
The Impact

Purpose: Informed by the constructivist learning theory, the purpose of this study was to determine the impact of three continuing professional development (CPD) approaches on student learning in a healthful living physical education curriculum. Methods: Physical education teachers (n = 19) received one of the following CPD trainings: (a) Full Training, (b) Expedited Training, or (c) Self-Training. The effect of each CPD method was determined by tracking student learning (N = 3,418) with a two-level linear mixed model. Results: The results showed that Full Training CPD was able to generate the largest knowledge gain in both the Healthy Lifestyles Unit (β = 0.214, p < .001) and Cardio Fitness Club Unit (β = 0.184, p < .01) in comparison with the other two CPD approaches. Discussion: These findings advance our understanding of the role different CPD approaches play in enhancing student learning in the subjects of cardiorespiratory fitness and health lifestyles. Conclusions: The Full-Training CPD appears to benefit student learning the most followed by the Expedited-Training. The Self-Training would yield the least learning achievement.

Evaluation of Pharmacist Continuing Professional Development Portfolios

2012 ◽  
Vol 26 (3) ◽  
pp. 237-247 ◽  
Author(s):  
Toyin S. Tofade ◽  
John N. Hedrick ◽  
Stephen C. Dedrick ◽  
Stephen M. Caiola
Keyword(s):  
Professional Development ◽  
North Carolina ◽  
Task Force ◽  
Continuing Professional Development ◽  
Pharmacy Education ◽  
Learning Activity ◽  
Average Score ◽  
Learning Plan ◽  
License Renewal ◽  
Paper Format

Objective: The purpose of this study was to conduct a random continuing professional development (CPD) portfolio audit to assess the portfolios of pharmacists who completed CPD training in the state of North Carolina and reported adopting it in place of the annual 15-hour continuing education (CE) requirement when applying for re-licensure. Methods: The NC Board of Pharmacy (NCBOP) staff randomly selected 30 pharmacists to provide CPD portfolio documentation to the Board electronically or in paper format. This documentation included their completed learning plan, a learning activity worksheet for each completed activity, and the Accreditation Council on Pharmacy Education (ACPE) universal activity number for the CPD training program attended. The Task Force used a multicomponent audit tool to assess each portfolio. Results: Eighty percent of portfolios had at least 15 hours of learning reported. Portfolio assessments indicated an average of 5 learning objectives per individual. Based on the scale of 1 to 5, the Measurable and Specific sections of the objectives scored the lowest with an average score of 3 on both sections. An overall assessment of “adequate” or “comprehensive” was noted for 60% of the portfolios. Conclusion: Pharmacists completing CPD training are capable of following the CPD process with some potential challenges in documentation. Information submitted to the board of pharmacy is considered sufficient for license renewal purposes.

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