scholarly journals Review and Assessment of an Evidence-Based Professional Development Program to Promote Active-Learning Pedagogical Practices in the Classroom

2020 ◽  
Author(s):  
Lydia Ross ◽  
Stephen Krause ◽  
Keith Hjelmstad ◽  
Eugene Judson ◽  
Lindy Mayled ◽  
...  
Keyword(s):  
Professional Development ◽  
Active Learning ◽  
Development Program ◽  
Professional Development Program ◽  
Pedagogical Practices ◽  
Evidence Based

Evaluation of a professional development course on research methods for healthcare professionals

2020 ◽  
pp. 084047042096017
Author(s):  
Olusegun Famure ◽  
Benedict Batoy ◽  
Michelle Minkovich ◽  
Imindu Liyanage ◽  
S. Joseph Kim
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Research Methods ◽  
Patient Outcomes ◽  
Healthcare Professionals ◽  
Development Program ◽  
Professional Development Program ◽  
Evidence Based ◽  
Development Course

Healthcare is constantly evolving and thus requires lifelong learning. Evidence-based learning has been shown to lead to better patient outcomes, yet many healthcare professionals report gaps in their research abilities. We sought to evaluate the efficacy of a professional development program in addressing identified gaps.

Application of an Evidence-Based Early Intervention Model for Children With ASD in Mainstream Early Childhood Education and Care Settings via a Targeted Professional Development Program

2021 ◽  
pp. 1-15
Author(s):  
Elizabeth Aylward ◽  
Cathrine Neilsen-Hewett
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Development Program ◽  
Professional Development Program ◽  
Evidence Based ◽  
Childhood Education ◽  
Children With Asd ◽  
Education And Care ◽  
Targeted Professional Development

Abstract Viewing all children as active participants in their own learning is central to inclusion. That children with atypical development experience a level of belonging that enables this in mainstream early childhood education and care (ECEC) settings remains a topic of hot debate and very much an unmet goal across the sector. Children with autism spectrum disorder (ASD), in particular, face significant challenges in ECEC settings, their educators continually seeking solutions for greater support. Given the escalating demand on mainstream ECEC settings to include these children, it was important to identify the specific supports needed by educators to achieve this with confidence and competence. This study investigated the outcomes of applying an evidence-based model of intervention to mainstream services via a targeted professional development program. Results of the study found that the benefits of engagement with mainstream ECEC settings extended beyond child outcomes to educators who were supported to develop the knowledge, understanding, and strategies to engage and teach children with ASD and manage their behaviours.

scholarly journals Examining Effects of an Evidence-Based Professional Development Program on Student Achievement

2020 ◽  
Author(s):  
Lydia Ross ◽  
Kristi Glassmeyer ◽  
Claire Honeycutt ◽  
Eugene Judson ◽  
Stephen Krause ◽  
...  
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Development Program ◽  
Professional Development Program ◽  
Evidence Based

scholarly journals Professional Development, Shifting Perspectives, and Instructional Change among Community College Anatomy and Physiology Instructors

2021 ◽  
Vol 20 (3) ◽  
pp. ar49
Author(s):  
Audrey Rose Hyson ◽  
Branden Bonham ◽  
Suzanne Hood ◽  
Megan C. Deutschman ◽  
Laura C. Seithers ◽  
...  
Keyword(s):  
Professional Development ◽  
Community College ◽  
Active Learning ◽  
Development Program ◽  
Professional Development Program ◽  
Instructional Change ◽  
Anatomy And Physiology

A study of how and why community college anatomy and physiology instructors shifted perspectives toward active learning following a yearlong professional development program.

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