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 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 MULTIPLE MEANING OF THE CONCEPT «CONTINUING PROFESSIONAL DEVELOPMENT» IN THE REGULATORY CONTEXT AND EDUCATIONAL ACTIVITY PRACTICE

2021 ◽  
pp. 375-380
Author(s):  
Igor Smagin
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Educational Program ◽  
Formal Education ◽  
Continuing Professional Development ◽  
Point Of View ◽  
Professional Standards ◽  
Educational Activity ◽  
Educational Activities ◽  
Multiple Meaning

The concept of «continuing professional development» does not have an unambiguous scientific and normative definition and it complicates its use in the practice of educational activities and in the texts of draft regulations governing adult education. The purpose of the article is to clarify the content of the concept « continuing professional development «and determine the advisability of its use to characterize educational activities and their results in the field of in-service education. Based on the comparative analysis of the content of the concept «continuing professional development «from various normative and scientific sources, the author’s interpretation of the content of the analyzed conceptual construct is formulated. It is concluded that teachers` continuing professional development is a type of educational activity within adult education, which is carried out in accordance with established procedural requirements and the result of which are professional competencies which defined by the educational program or contract, developed in non-formal or in formal education and approved by professional standards and areas of professional development. From a regulatory point of view, not every educational or self-educational activity is a professional development. This activity is admitted only when it is confirmed by the final document of the legitimate provider on the basis of  the developed educational program and under the conditions of observance of the standardized procedure. The issues mentioned in the article have prospects for further research in terms of dividing the competence potential of professional standards of teachers into invariant and variable components, clarification of the invariant component of professionalism as a desired result of teacher training in the implementation of the New Ukrainian School.

scholarly journals THE CONTINUING PROFESSIONAL DEVELOPMENT OF TEACHERS FOR SCHOOLS’ INOVATIVE TEACHING METHODS

2020 ◽  
Vol 18 (Suppl.1) ◽  
pp. 331-334
Author(s):  
M. Velikova
Keyword(s):  
Professional Development ◽  
Teaching Methods ◽  
Continuing Professional Development ◽  
Current Status ◽  
National Program ◽  
Innovative Teaching ◽  
Innovative Methods ◽  
Status And Trends ◽  
Professional Development Of Teachers ◽  
Pedagogical Science

The professional development of teachers is necessary not only to meets the standards of job realization, but also to improve their activities in response to changes in pedagogical science and practice. This report presents the results of the research project "Current status and trends for the application of innovative methods in school’s activities" durring the National Program "Young Scientists and Postdoctoral Students" in 2019. The aim of the study is to indicate the teachers’ attitude to the application of innovative teaching methods in their practice in school.

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 Some issues on accreditation within framework of continuing professional development of medical specialists in Ukraine: international experience and requirements

2021 ◽  
pp. 6-13
Author(s):  
R.V. Marushko ◽  
◽  
D.O. Bakhtiiarova ◽  
S.R. Klai ◽  
D.M. Zahorodniuk ◽  
...  
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Continuing Medical Education ◽  
Healthcare Providers ◽  
Continuing Professional Development ◽  
Educational Activity ◽  
Basic Principles ◽  
Professional Career ◽  
Medical Specialists ◽  
Medical Healthcare

Continuing medical education (CME) or continuing professional development (CPD), which is currently being implemented in Ukraine, is an education throughout a professional career, which allows medical healthcare providers effectively perform their professional duties with the best results. This is achieved thanks to the coherent cooperation of accreditation bodies, providers or organizers of CPD and medical specialists, as well as by introducing an effective model of accreditation, which ensures that providers are provided medical workers with the proper education. Purpose — to describe the basic principles of educational activity within the framework of CPD, based on the provider accreditation model which is currently generally recognized and most effective in the world. Recommendations provided in the article can be used by the CME/CPD participants or stakeholders who are aimed at active participation in the implementation of a new accreditation system. Key words: continuing professional development, continuing medical education, accreditation, provider, medical specialists, education activities.

Development of Education and Continuing Professional Development Strategy

1997 ◽  
Vol 3 (4) ◽  
pp. 785-834
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Development Strategy ◽  
Main Part ◽  
Continuing Professional Development ◽  
Privy Council ◽  
Proposed Model ◽  
Key Issues ◽  
Further Development ◽  
Country Specific

SUMMARYThis report outlines proposals for the development of the Education and CPD strategy of the profession.The first part of the report gives an introduction to the key issues which have been considered in developing the strategy. The main part of the report describes the proposed model and the rationale behind various aspects of the proposed model. In particular, there is a commentary on how key issues have been addressed.The report has been discussed at a joint meeting of both Councils, and has received support for further development along the broad lines indicated. The key emphasis is on evolution from our present strategy. The report is now being issued for wider discussion by the profession.Comments are particularly sought on the following issues:(1) Is it necessary to specifically assess detailed country-specific legislation and regulation in any subject prior to Fellowship, or is it appropriate to assess this at Stage 3 through the problem solving activity as proposed in the paper?(2) How useful will it be to members to seek intermediate qualifications from the Privy Council?(3) Should the profession look to increasing the range of assessment methods used?(4) The Fellowship qualification is defined as the level of an embryo actuary. How do we encourage actuaries to gain enhanced skills during the CPD stage?(5) Is the approach to specialisation appropriate?

scholarly journals KEMAMPUAN PROFESIONAL GURU BIOLOGI DALAM MEMAHAMI DAN MERANCANG MODEL PEMBELAJARAN KONSERVASI BIODIVERSITAS DI SMA

2013 ◽  
Vol 3 (3) ◽  
Author(s):  
Suroso Mukti Leksono ◽  
Nuryani Rustaman ◽  
Sri Redjeki
Keyword(s):  
Professional Development ◽  
Biodiversity Conservation ◽  
Teaching Methods ◽  
Research Result ◽  
Continuing Professional Development ◽  
Difficulty Level ◽  
Biology Teachers ◽  
Interactive Method ◽  
Concept Mastery ◽  
Teacher Professional

Abstrak: Tujuan penelitian ini adalah untuk mengetahui penguasaan konsep konservasi biodiversitas guru biologi dan cara mengajarkannya. Penelitian ini menggunakan metode deskriptif dengan menggunakan angket pada 31 guru SMA/MA di Kota/Kab Serang. Hasil penelitian menunjukkan bahwa 52% guru telah memahami konsep biodiversitas, namun hanya 3% yang memahami konsep konservasi. Model yang digunakan guru dalam mengajarkan konservasi biodiversitas, 58% menggunakan observasi, 45% diskusi, 23% ceramah dan 16% tanya jawab. Untuk tingkat kesukaran, 87% guru beranggapan mudah memahami materi konservasi biodiversitas dan 81% beranggapan mudah mengajarkannya dibandingkan dengan materi IPA lainnya. Guru-guru selama ini hanya 6% saja yang memperoleh pengetahuan tentang konservasi biodiversitas pada saat pelatihan. Oleh sebab itu diperlukan pelatihan-pelatihan melalui Continuing Professional Development (CPD). Kata Kunci: guru profesional, konservasi biodiversitas, continuing professional development (CPD) BIOLOGY TEACHERS’ PROFESSIONAL ABILITY IN UNDERSTANDING AND DESIGNING INSTRUCTION ON BIODIVERSITY CONSERVATION IN SMA Abstract: The purpose of this study was to gain the knowledge about biology teachers’ concept mastery on biodiversity conservation as well as how to teach it. This study used descriptive methods with the questionnaires to 31 respondents of SMA/MA in Kota/KabSerang. The research result showed that 52% respondents had mastered the biodiversity concept. However, only 3% of respondents had fully mastered biodiversity conservation. In addition, for the teaching methods 58% respondents used observation, 45% respondents used discussion, 23% respondents used lecturing and 16% respondents used an interactive method. Moreover, for the difficulty level, 87% of respondents argued that it was easy to master the biodiversity conservation materials and 81% said that it was easier to teach the concept than other concepts. Only 6% of the teachers had gained the knowledge about biodiversity conservation when they had the training. Thus, the training is urgently needed to train the teachers in order to guarantee the Continuing Professional Development (CPD). Keywords : teacher professional, biodiversity conservation, continuing professional development (CPD)

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