AOTA 2021 Standards for Continuing Competence in Occupational Therapy

Continuing competence is essential to occupational therapists and occupational therapy assistants for fulfilling their roles and abilities across experience, context, and time. It requires an ongoing process to keep up with new developments related to the profession and specialty areas throughout one’s career (i.e., early, mid-, late, change, or reentry). To build capacity, occupational therapists and occupational therapy assistants must commit to a process of self-assessment, reflecting on, in, and toward action to advance the knowledge, professional reasoning, interpersonal skills, performance skills, and ethical practice necessary to perform current and future roles and responsibilities within the profession. The American Occupational Therapy Association’s Standards for Continuing Competence serve as a foundation for analyzing the occupation in regard to continuing competence. These standards can be viewed separately and collectively and can be combined with other standards documents to gain an overarching perspective.

Prosiding STKIP Muhammadiyah Bogor 2016 Pengembangan Keprofesian Berkelanjutan (PKB) Bagi Guru Melalui Program Induksi Guru Pemula (PIGP)

Melalui kegiatan pengembangan kompetensi dan profesional berkelanjutan atau continuing competence and professional development (CCPD) akan terwujud guru kompeten dan profesional yang bukan hanya sekedar memiliki ilmu pengetahuan yang kuat, tuntas dan tidak setengah-setengah, tetapi tidak kalah pentingnya juga memiliki kepribadian yang matang, kuat dan seimbang. Dengan penguasaan ilmu pengetahuan dan teknologi yang kuat, tuntas dan tidak setengah-setengah serta kepemilikan kepribadian yang prima, maka diharapkan guru terampil membangkitkan minat peserta didik kepada ilmu pengetahuan dan teknologi melalui penyajian layanan pendidikan yang bermutu. Model pengembangan kompetensi dan profesional berkelanjutanyang sudah ada, yaitu program induksi guru pemula (PIG). Kegiatan PIG sebagai proses pembelajaran bagi guru pemula agar para guru pemula tersebut dapat segera beradaptasi dengan iklmi kerja dan budaya sekolah dan dapat bekerja sebagai guru professional di sekolah, pelaksanaan induksi guru pemula meliputi;persiapan; (2) pengenalan sekolah/madrasah dan lingkungannya; (3) pelaksanaan dan observasi pembelajaran;(4) penilaian; dan pelaporan.

PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) BAGI GURU MELALUI PROGRAM INDUKSI GURU PEMULA (PIGP)

Melalui kegiatan pengembangan kompetensi dan profesional berkelanjutan atau continuing competence and professional development (CCPD) akan terwujud guru kompeten dan profesional yang bukan hanya sekedar memiliki ilmu pengetahuan yang kuat, tuntas dan tidak setengah-setengah, tetapi tidak kalah pentingnya juga memiliki kepribadian yang matang, kuat dan seimbang. Dengan penguasaan ilmu pengetahuan dan teknologi yang kuat, tuntas dan tidak setengah-setengah serta kepemilikan kepribadian yang prima, maka diharapkan guru terampil membangkitkan minat peserta didik kepada ilmu pengetahuan dan teknologi melalui penyajian layanan pendidikan yang bermutu. Model pengembangan kompetensi dan profesional berkelanjutanyang sudah ada, yaitu program induksi guru pemula (PIG). Kegiatan PIG sebagai proses pembelajaran bagi guru pemula agar para guru pemula tersebut dapat segera beradaptasi dengan iklmi kerja dan budaya sekolah dan dapat bekerja sebagai guru professional di sekolah, pelaksanaan induksi guru pemula meliputi;persiapan; (2) pengenalan sekolah/madrasah dan lingkungannya; (3) pelaksanaan dan observasi pembelajaran;(4) penilaian; dan pelaporan.

Building Public Confidence in Medical Registration Revalidation

Regular ‘revalidation’ of medical registration has been proposed as a way to ‘affirm or establish the continuing competence of physicians’ whilst strengthening and facilitating ethical and professional ‘commitment to reducing errors, adhering to best practice and improving quality of care’ by the medical profession. This project examines revalidation and its potential policy implications through the lens of the Australian general public's attitudes towards it. We designed a Discrete Choice Experiment to elicit information regarding this proposed regulatory reform from the Australian general public.

Language Is not Enough - Knowledge Perspectives on Work-Based Learning in Global Organisations

In many larger organisations, increased globalisation has made more acute the need for a continuing competence development of employees, collaborators and customers. For logistic and financial reasons, companies such as Danfoss A/S and Danske Bank have chosen to deliver many of their competence development courses in a purely virtual setting, utilizing various synchronous and asynchronous ICT-tools. The aim of this article is to present a view of competence as ‘knowledge in practice’ and explore the pedagogical implications of this view for such ICT-based competence development. The ‘knowledge in practice’ of the competent employee, it is argued, is a unity of linguistically expressible and tacit (experiential and practical) aspects. The article discusses how competence development courses can be designed as work-based blended learning in order to at once support practitioners in invoking the tacit dimensions of their knowledge and in innovating the practices from which these tacit dimensions stem. A concrete example of a course design which meets these requirements is presented. The example concerns a case study conducted by C. Kjær at Danfoss in its global educational unit Danfoss Refrigeration & Air Condition Academy (Danfoss RA Web Academy).