scholarly journals The Characteristics of Continuing Professional Education Systems in the Health Professions in Canada

2013 ◽  
Vol 32 (1) ◽  
Author(s):  
Vernon Curran ◽  
Fran Kirby ◽  
Lisa Fleet
Keyword(s):  
Professional Education ◽  
Continuing Professional Education ◽  
Health Professions ◽  
Professional Organization ◽  
Major Health ◽  
Health Care Professions ◽  
Entry Level ◽  
Professional Groups ◽  
Mandatory Continuing Education ◽  
Allied Health Professional

Mandatory continuing education (MCE) has become widely accepted across many professions and jurisdictions in Canada as a re-credentialing mechanism. MCE is defined as continuing professional education (CPE) courses and/or programs, beyond the entry-level educational requirements, required by a licensure board, professional organization, or the workplace in order to maintain competence or retain licensure, certification, and/or employment. The purpose of this paper is to summarize the nature and characteristics of the CPE systems of the major health care professions in Canada. Overall, mandatory systems of CPE are increasing among allied health professional groups in Canada. This introduces significant opportunities for providers of CPE for the health professions. Important trends appear to include an increase in distance education formats, an increase in collaborative arrangements between providers, and an increase in the use of CPE to regulate practice.

scholarly journals Distinctions between Athletic Training Education Programs at the Undergraduate and Graduate Levels

2006 ◽  
Vol 1 (2) ◽  
pp. 38-40 ◽  
Author(s):  
Gary B. Wilkerson ◽  
Marisa A. Colston ◽  
Brian T. Bogdanowicz
Keyword(s):  
Athletic Training ◽  
Professional Education ◽  
Athletic Training Education ◽  
Health Professions ◽  
Integrated Approach ◽  
Planned Change ◽  
Educational Structure ◽  
Entry Level ◽  
Practitioner Knowledge ◽  
Structural Differences

Objective: To provide a historical perspective on factors that have shaped the current structure of athletic training education, and to advocate development of a new conceptual framework for a continuum of professional education in athletic training. Background: Athletic training is a relatively young profession that has undergone significant planned change in education and credentialing to enhance the practitioner knowledge and to promote the credibility of the profession within the healthcare community. However, comparison of the prevailing model for basic and advanced professional education in athletic training to those of other health professions reveals major structural differences. In an effort to promote an integrated approach to the spectrum of athletic training education, and to be consistent with terminology used by other health professions, the term professional education is used to designate entry-level education and the term post-professional education is used to designate post-certification, or advanced, education. Conclusions: Perceived problems with the current educational structure, along with advocated changes, are presented to clarify issues that will affect the future of the athletic training profession. Although change inevitably generates controversy, a failure to address these issues will almost certainly impede advancement of the profession.

Trends in Doctoral Education Among Healthcare Professions: An Integrative Research Review

2015 ◽  
Vol 10 (1) ◽  
pp. 47-56 ◽  
Author(s):  
Jeff G. Seegmiller ◽  
Alan Nasypany ◽  
Leamor Kahanov ◽  
Jennifer A. Seegmiller ◽  
Russell Baker
Keyword(s):  
Health Care ◽  
Doctoral Education ◽  
Research Training ◽  
Medical Model ◽  
Health Professions ◽  
The United States ◽  
Original Research ◽  
Advanced Practice ◽  
Health Care Professions ◽  
Entry Level

ContextEvidence suggests widespread adoption of the entry-level doctorate among health professions, although little is known about how these changes have impacted associated professions and influenced education, collaborative practice, professional advancement, or professional salaries.ObjectiveThreefold: (1) What doctoral education models are currently utilized among health care professional education programs in the United States? (2) How do entry-level clinical doctorates in health care professions impact research training and productivity? (3) How do clinical doctorates among health professions influence practice opportunities and salary?DesignData were extracted from various sources including professional organizations, accrediting body Web sites, and the US Department of Labor database. Full-text articles published in English between the years 2001–2011 were extracted from a search of 38 databases in the University of Washington libraries. The remaining article abstracts were reviewed for compatibility with our research questions. Data were extracted using a standardized rubric and coded according to emergent themes.ResultsTwo-thirds of 14 examined health professions (n = 10) followed the medical model of postbaccalaureate entry-to-practice professional doctoral education. Less than a third (n = 4) of surveyed professions reserved doctoral-level education for advanced practice, and 1 profession maintains both entry-level and advanced practice doctorates. Only 4 of the 14 clinical doctoral degrees required completion of an original research project. Entry-level clinical doctorates may provide insufficient specialty training, necessitating further training after graduation.ConclusionsMost health care professions follow the medical model for professional preparation, though at reduced intensity with fewer clinical hours than physician training. Clinical doctorates are perceived to increase professional opportunities and are associated with higher salaries and doctoral education among health care professions has become the new educational standard, though research training, research productivity, diversity, and professional debt burden have been negatively impacted by this trend.

STUDENTS INTEREST IN CONTINUING PROFESSIONAL EDUCATION NURSES IN HEALTH EDUCATION INSTITUTIONS IN BANYUMAS

2018 ◽  
Vol 2 (1) ◽  
pp. 14
Author(s):  
Rahmaya Nova Handayani ◽  
Adiratna Sekarsiwi
Keyword(s):  
Nursing Education ◽  
Health Education ◽  
Support System ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Health Science ◽  
Dominant Factor ◽  
Student Interest ◽  
Cross Sectional ◽  
System Method

Introduction. Types of nursing education in Indonesia are vocational, academic and professional. Professional education is higher education after an undergraduate program that prepares students to have jobs with specific skill requirements. The purpose of this study was to identify factors that affect student interest in continuing professional education nurses based on perception, motivation and support system. Method. The study design was a descriptive analytic cross-sectional approach. Unstratified sampling using random sampling with a sample of 111 respondents in health education institutions in karisidenan Banyumas, there are Harapan Bangsa Purwokerto Institute of Health Science, Purwokerto Muhammadiyah University, Jenderal Sudirman University.Data was analysed by using multivariate logistic regression. Results. The results of the study showed that no correlation  perception, motivation, and support system of nurses Profession election interest in health education institutions in-karisidenan Banyumas (p=0,999; 0,956; 0,135).Discussion. The most dominant factor affecting the interest of the nurse profession was support system.Keywords: interest, perception, motivation, support system, professional nurses

The application of virtual reality in health professions� digital education: a narrative review (Preprint)

2018 ◽  
Author(s):  
Lorraine Tudor Car ◽  
Bhone Myint Kyaw ◽  
Josip Car
Keyword(s):  
Virtual Reality ◽  
Professional Education ◽  
Health Professions ◽  
Health Professions Education ◽  
Narrative Review ◽  
Current Evidence ◽  
Future Research ◽  
Educational Content ◽  
Potential Applications

BACKGROUND Digital technology called Virtual Reality (VR) is increasingly employed in health professions’ education. Yet, based on the current evidence, its use is narrowed around a few most applications and disciplines. There is a lack of an overview that would capture the diversity of different VR applications in health professions’ education and inform its use and research. OBJECTIVE This narrative review aims to explore different potential applications of VR in health professions’ education. METHODS The narrative synthesis approach to literature review was used to analyse the existing evidence. RESULTS We outline the role of VR features such as immersion, interactivity and feedback and explain the role of VR devices. Based on the type and scope of educational content VR can represent space, individuals, objects, structures or their combination. Application of VR in medical education encompasses environmental, organ and micro level. Environmental VR focuses on training in relation to health professionals’ environment and human interactions. Organ VR educational content targets primarily human body anatomy; and micro VR microscopic structures at the level of cells, molecules and atoms. We examine how different VR features and health professional education areas match these three VR types. CONCLUSIONS We conclude by highlighting the gaps in the literature and providing suggestions for future research.

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