scholarly journals Profile of staff grade psychiatrists

1999 ◽  
Vol 23 (1) ◽  
pp. 24-29
Author(s):  
Aileen Blower
Keyword(s):  
Professional Development ◽  
Career Aspirations ◽  
Continuing Professional Development ◽  
Postal Questionnaire ◽  
Career Progression ◽  
Heterogeneous Group ◽  
Clinical Implications ◽  
Demographic Profile ◽  
Professional Isolation

Aims and methodStaff grade psychiatrists working in Scotland were surveyed by postal questionnaire in order to determine their demographic profile, career aspirations and experience of the grade.ResultsA heterogeneous group of doctors was identified, from a variety of professional backgrounds, and with a range of ambitions. Respondents generally held a favourable view of the grade, but expressed concern over perceived lack of opportunities for training, education and career progression. This is despite considerable recent efforts by the College to include non-consultant career grades in its programme for Continuing Professional Development.Clinical implicationsThere remains scope for imaginative development of the grade. In particular, staff grade psychiatrists might benefit from a more individualised approach to, and support for, all areas of their professional development. Such ‘mentoring’ may be especially beneficial for staff grades in Scotland, for whom geographical, as well as professional isolation, can be problematic.

scholarly journals Physiotherapists’ reported attitudes to and perceived influences on their continuing professional development: results of an online questionnaire

2020 ◽  
Vol 27 (4) ◽  
pp. 1-13
Author(s):  
Heather Stewart ◽  
Deborah Wisby ◽  
Hazel Roddam
Keyword(s):  
Professional Development ◽  
Ordinal Data ◽  
Continuing Professional Development ◽  
Career Progression ◽  
Organisational Structure ◽  
Online Questionnaire ◽  
Extrinsic Factors ◽  
Factors Influencing ◽  
Negative Effect ◽  
Continued Learning

Background/aims Intrinsic and extrinsic factors influence physiotherapists’ participation in continuing professional development. A number of benefits of and barriers to participation in continuing professional development are identified in the literature, but relatively little is known about factors that influence attitudes towards continued learning. The aim of this study was to identify factors influencing UK physiotherapists’ attitudes towards continuing professional development, with a focus on career point and type of employment, in the context of motivational theories. Methods An online questionnaire consisting of Likert-style questions was used to collect data from UK physiotherapists. Nominal and ordinal data were analysed to determine differences between subgroups within the dataset. Results A total of 205 physiotherapists completed the online questionnaire. Physiotherapists were generally internally motivated towards continuing professional development, but attitudes were influenced by career point and whether physiotherapists worked in the NHS or in the private sector. External factors appeared to have a negative effect on motivation towards continuing professional development. Conclusion: Differences in attitudes at different points on the career path suggest that organisational structure may impede lifelong learning at some stages in career progression, while differences between those working privately and for the NHS may potentially reflect organisational differences between these types of employment.

scholarly journals Staff grade psychiatrists – a view from the inside

1997 ◽  
Vol 21 (3) ◽  
pp. 151-153
Author(s):  
Aileen Blower ◽  
Diane Lusman
Keyword(s):  
Professional Development ◽  
Medical Literature ◽  
Continuing Professional Development ◽  
Career Progression ◽  
The West ◽  
Recent Debate ◽  
Education Needs ◽  
Recent Establishment

With the recent establishment by the College of ‘Affiliate’ status for non-member psychiatrists and continuing professional development (CPD) for ‘non-training’ grades, we though it timely to open a debate on the role, status and needs of staff grade doctors in psychiatry. Many of the issues that need to be addressed are common to staff doctors in all specialities. Following a brief description of the grade and how it is being used at present we will focus on education needs and career progression, drawing on recent debate in the medical literature and our own experience as staff grade psychiatrists in the West of Scotland.

Enabling Professional Development with E-Portfolios

2012 ◽  
Vol 2 (1) ◽  
pp. 37-52 ◽  
Author(s):  
Simon Lygo-Baker ◽  
Stylianos Hatzipanagos
Keyword(s):  
Professional Development ◽  
Digital Technology ◽  
Academic Development ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Career Progression ◽  
Learning Space ◽  
Learning And Teaching ◽  
Personalised Learning ◽  
Presentation Tool

Portfolios have been used for assessment in higher education as an alternative to exams and assignments. E-portfolios offer staff a digital technology that can be both a personalised learning space, owned and controlled by the learner, and a presentation tool which can be used for formal assessment purposes. However, this can result in a tension between process and product, where e-portfolios become electronic repositories of resources that simply tick boxes for career progression. The paper reports on a project that investigated the use of e-portfolios by teaching practitioners developing a critical portfolio of evidence for an award-bearing academic development programme. An e-portfolio had been adopted to address criticisms that conventional assessment fails to take account of the context in which teaching practitioners operate. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. In addition, it aimed to foster a reflective approach, promote critical thinking focused on learning and teaching and enhance continuing professional development.

scholarly journals Towards successful implementation of continuing professional development – a survey of psychiatrists' attitudes

2001 ◽  
Vol 25 (9) ◽  
pp. 334-336 ◽  
Author(s):  
Mark Davies ◽  
Mike Ford
Keyword(s):  
Professional Development ◽  
Peer Group ◽  
Group Structure ◽  
Peer Groups ◽  
Continuing Professional Development ◽  
Group Method ◽  
Clinical Implications ◽  
Successful Implementation ◽  
Educational Supervisor ◽  
Meeting Problems

Aims and MethodThis survey aims to aid implementation of continuing professional development (CPD) by determining the acceptability of current proposals and predict problem areas. All non-training grade psychiatrists working in the area of a single deanery were asked about their attitude to CPD and, in particular, focusing on the peer group method.ResultsOf the 115 respondents, 98% said they agreed with some form of CPD. Just under half of respondents thought peer groups were appropriate for CPD planning, with four being the most popular size, and 3 months the preferred frequency of meeting. Problems identified with the peer group structure included individual, speciality-based and organisation-related issues. Regarding sharing of CPD information, 40% of respondents thought the College should receive updates of individual progress, while the medical director was cited in over half. Finally, loss of educational supervisor status was felt to be the most appropriate penalty for failure to adhere to the CPD process.Clinical ImplicationsThese results indicate that although there is general agreement to some form of CPD, peer groups are not universally accepted as the best design.

scholarly journals What direction for Continuing Professional Development?

1999 ◽  
Vol 23 (8) ◽  
pp. 490-493 ◽  
Author(s):  
David Newby
Keyword(s):  
Professional Development ◽  
Teaching Methods ◽  
Strong Support ◽  
Continuing Professional Development ◽  
Educational Activity ◽  
Clinical Implications ◽  
Main Obstacle ◽  
Teaching Community ◽  
Key Issues ◽  
Health Trust

Aims and methodsA questionnaire survey of attitudes to Continuing Professional Development (CPD) was addressed to all 58 non-training grade psychiatrists working in a large teaching community mental health trust. Ninety-three per cent provided responses. Views were sought on the value of various teaching methods, how CPD should be organised, what barriers to participation colleagues encounter and whether CPD should be made mandatory.ResultsThese showed strong support for the personal study element of CPD, indicated the range of other teaching modalities used by practitioners including industry supported symposia and found a significant majority in favour of making CPD mandatory. Pressure of time was the main obstacle to participation for most.Clinical implicationsThe survey provides pointers for the key Issues which are likely to affect the readiness of practitioners to participate in CPD, as well as informing decisions on the type of ongoing educational activity that psychiatrists see as relevant.

scholarly journals The continuing professional development needs of ‘retired’ psychiatrists

2001 ◽  
Vol 25 (2) ◽  
pp. 70-71
Author(s):  
A. C. Brown
Keyword(s):  
Professional Development ◽  
Questionnaire Survey ◽  
Continuing Professional Development ◽  
Postal Questionnaire ◽  
Professional Development Needs

A postal questionnaire survey of a sample of members and fellows of the College listed as retired revealed that 56% are still engaged in some work, but only 11% are registered for continuing professional development (CPD). Thirty-eight per cent intend to apply for revalidation to remain on the Specialist Register. Their CPD needs are, therefore, important.

scholarly journals A forgotten tribe: a survey of the experience of working as a non-consultant career grade psychiatrist

2006 ◽  
Vol 30 (10) ◽  
pp. 369-372 ◽  
Author(s):  
Nicola Claxton ◽  
Lucy Griffin
Keyword(s):  
Professional Development ◽  
Administrative Support ◽  
Response Rate ◽  
Clinical Work ◽  
Postal Questionnaire ◽  
Clinical Implications ◽  
The South ◽  
West Region ◽  
South West ◽  
South West Region

Aims and MethodWe surveyed the experience of working as a non-consultant career grade psychiatrist (NCCG). A postal questionnaire was sent to 140 NCCG psychiatrists in the south-west region.ResultsA total of 90 doctors responded (65% response rate); 30 (33%) had never had supervision and 45 (50%) were not eligible to sit the MRCPsych examination. Only 41 respondents (46%) had administrative support for non-clinical work.Clinical ImplicationsGood supervision, comprehensive job plans and opportunities for further professional development are essential requirements for this group of doctors.

Enabling Professional Development with E-Portfolios

2014 ◽  
pp. 545-561
Author(s):  
Simon Lygo-Baker ◽  
Stylianos Hatzipanagos
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Critical Thinking ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Career Progression ◽  
Learning Space ◽  
Learning And Teaching ◽  
Personalised Learning ◽  
Presentation Tool

Portfolios have been used for assessment in higher education as an alternative to exams and assignments. E-portfolios offer staff a digital technology that can be both a personalised learning space, owned and controlled by the learner, and a presentation tool which can be used for formal assessment purposes. However, this can result in a tension between process and product, where e-portfolios become electronic repositories of resources that simply tick boxes for career progression. The paper reports on a project that investigated the use of e-portfolios by teaching practitioners developing a critical portfolio of evidence for an award-bearing academic development programme. An e-portfolio had been adopted to address criticisms that conventional assessment fails to take account of the context in which teaching practitioners operate. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. In addition, it aimed to foster a reflective approach, promote critical thinking focused on learning and teaching and enhance continuing professional development.

Factors Influencing the Career Aspirations and Preferred Modes of Working in Recent Dental Graduates in Wales

2008 ◽  
Vol os15 (4) ◽  
pp. 157-163 ◽  
Author(s):  
Luke Davies ◽  
David R Thomas ◽  
Sandra J Sandham ◽  
Elizabeth T Treasure ◽  
Ivor G Chestnutt
Keyword(s):  
Dental Care ◽  
Career Aspirations ◽  
Continuing Professional Development ◽  
Postal Questionnaire ◽  
Dental Service ◽  
Attractive Alternative ◽  
Clear Understanding ◽  
Dental Practitioners ◽  
The Future ◽  
Postgraduate Qualification

Introduction In England and Wales, National Health Service (NHS) primary dental care services are now commissioned on a local basis. In planning for the future, it is important that commissioning authorities have a clear understanding of the perspectives of recent dental graduates: vocational dental practitioners (VDPs). Objectives This study investigated the career aspirations and preferred modes of working of VDPs in Wales. Methodology Data were collected via a postal questionnaire, comprising 37 closed and open questions, mailed to all 59 VDPs in Wales. Results A total of 53 (90%) VDPs participated, of whom 47 saw their future in general dental practice: 5, 35, and 7 indicating a preference to work in the NHS, mixed (NHS and private), and private sector, respectively. None selected the Community Dental Service as their preferred vocation. More than half of all respondents intended to undertake a postgraduate qualification within the next five years and 22 wished to specialise. Of the 53 VDPs, 44 were concerned that lack of NHS contracts would limit where they could practise, and agreed that family and other social commitments were a significant influence on choice of practice location. Access to high-quality premises and continuing professional development were agreed as important by 41 VDPs. A majority (37) agreed that private dentistry was an attractive alternative to NHS dentistry. Of the respondents, 38 (22 females, 16 males) expected to work part-time at some point in the future and 14 said they would consider a career outside dentistry. Only nine VDPs agreed that they would be happy working in a single-handed practice and even fewer (six) indicated they would be happy working for a corporate body. Conclusions Numerous factors impact on the career aspirations of VDPs. These factors have been quantified in this study, and healthcare-commissioning bodies need to be aware of them when planning future dental care provision in Wales.

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