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Professional Development (professional + development)
Kinds of Professional Development Terms modified by Professional Development Selected AbstractsThe use of the OSCE in postgraduate educationEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2008R. C. Arnold Abstract Background:, The Objective Structured Clinical Examination (OSCE) is a method of assessing the clinical skills of undergraduates in medicine, dentistry and other health sciences and is employed increasingly in postgraduate education. Aim:, To describe the application of the OSCE to the development of Lifelong Learning and Continuing Professional Development (CPD) for General Dental Practitioners (GDPs). Methods:, A postgraduate course was designed as an OSCE for GDPs. The OSCE comprised 12 stations covering different aspects of general dentistry. After an introductory seminar outlining the aim of the course, the participants spent 7 min at each station. Each question or task required 10 answers and was designed to highlight areas of weakness or interest and to stimulate further study of the presenting topic. Solutions and answers were provided at each station for self-assessment along with a list of locally presented courses related to that subject. Participants were invited to leave contact details and to make suggestions for future postgraduate courses. The final session consisted of a group discussion and participants were invited to complete an evaluation form to express opinions on the course. Results:, The evaluation demonstrated that most candidates found participation in the OSCE stimulated their interest in CPD. The OSCE also highlighted areas of weakness in knowledge of certain clinical procedures. Group discussion confirmed that practitioners found the hands-on component valuable and that they were likely to participate in further OSCEs to enhance their CPD. Suggestions received during the discussion were used to modify the course. Conclusions:, The OSCE course fulfilled its aim of assisting practitioners to organise their CPD. The reflective nature of the course was helpful in evaluating clinical knowledge and the unique multidisciplinary style fulfilled its objective in promoting thoughts regarding future study. [source] Evaluation of Professional Development for Language Teachers in CaliforniaFOREIGN LANGUAGE ANNALS, Issue 2 2002Albert S. Lozano As one of the nine content areas of the California Subject Matter Project, CFLP is a voluntary project that served 609 elementary, secondary, and postsecondary foreign language teachers from 43 counties in 1998/1999. This article describes the origin and rationale of the California Foreign Language Project and discusses the importance of professional development programs, a topic of growing interest given the nationwide focus on student performance and school reform. Finally, the components of professional development program evaluation, and specifically of CFLP's Evaluation Design, will be presented, along with the findings from the 1998/1999 program year. [source] Internet-based information-seeking behaviour amongst doctors and nurses: a short review of the literatureHEALTH INFORMATION & LIBRARIES JOURNAL, Issue 1 2010Paula Younger Background:, Reviews of how doctors and nurses search for online information are relatively rare, particularly where research examines how they decide whether to use Internet-based resources. Original research into their online searching behaviour is also rare, particularly in real world clinical settings. as is original research into their online searching behaviour. This review collates some of the existing evidence, from 1995 to 2009. Objectives:, To establish whether there are any significant differences in the ways and reasons why doctors and nurses seek out online information; to establish how nurses and doctors locate information online; to establish whether any conclusions can be drawn from the existing evidence that might assist health and medical libraries in supporting users. Methods:, An initial scoping literature search was carried out on PubMed and CINAHL to identify existing reviews of the subject area and relevant original research between 1995 and 2009. Following refinement, further searches were carried out on Embase (Ovid), LISA and LISTA. Following the initial scoping search, two journals were identified as particularly relevant for further table of contents searching. Articles were exclused where the main focus was on patients searching for information or where the focus was the evaluation of online-based educational software or tutorials. Articles were included if they were review or meta-analysis articles, where they reported original research, and where the primary focus of the online search was for participants' ongoing Continuing Professional Development (CPD). The relevant articles are outlined, with details of numbers of participants, response rates, and the user groups. Results:, There appear to be no significant differences between the reasons why doctors and nurses seek online Internet-based evidence, or the ways in which they locate that evidence. Reasons for searching for information online are broadly the same: primarily patient care and CPD (Continuing Professional Development). The perceived barriers to accessing online information are the same in both groups. There is a lack of awareness of the library as a potential online information enabler. Conclusions:, Libraries need to examine their policy and practice to ensure that they facilitate access to online evidence-based information, particularly where users are geographically remote or based in the community rather than in a hospital setting. Librarians also need to take into account the fact that medical professionals on duty may not be able to take advantage of the academic model of online information research. Further research is recommended into the difference between the idealised academic model of searching and real world practicalities; and how other user groups search, for example patients. [source] Posters: Professional Development and AuditINTERNATIONAL JOURNAL OF PHARMACY PRACTICE, Issue S1 2005DM Newton First page of article [source] Continuing Medical Education, Continuing Professional Development, and Knowledge Translation: Improving Care of Older Patients by Practicing PhysiciansJOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 10 2006David C. Thomas MD Many community-based internists and family physicians lack familiarity with geriatrics knowledge and best practices, but they face overwhelming fiscal and time barriers to expanding their skills and improving their behavior in the care of older people. Traditional lecture-and-slide-show continuing medical education (CME) programs have been shown to be relatively ineffective in changing this target group's practice. The challenge for geriatrics educators, then, is to devise CME programs that are highly accessible to practicing physicians, that will have an immediate and significant effect on practitioners' behavior, and that are financially viable. Studies of CME have shown that the most effective programs for knowledge translation in these circumstances involve what is known as active-mode learning, which relies on interactive, targeted, and multifaceted techniques. A systematic literature review, supplemented by structured interviews, was performed to inventory active-mode learning techniques for geriatrics knowledge and skills in the United States. Thirteen published articles met the criteria, and leaders of 28 active-mode CME programs were interviewed. This systematic review indicates that there is a substantial experience in geriatrics training for community-based physicians, much of which is unpublished and incompletely evaluated. It appears that the most effective methods to change behaviors involved multiple educational efforts such as written materials or toolkits combined with feedback and strong communication channels between instructors and learners. [source] Professional Development of Nursing in Saudi ArabiaJOURNAL OF NURSING SCHOLARSHIP, Issue 3 2001Gail Tumulty Purpose: To describe the development of nursing in Saudi Arabia and to recommend further directions for development of professional nursing in that country. Organizing Construct: A comprehensive needs assessment was performed in 1996 by an onsite consultant to: (a) evaluate the existing nursing system at the ministry, regional, and hospital levels, (b) describe the functional interrelationships of a nursing division within the Ministry of Health, and (c) prepare a work plan outlining the program elements that a nursing division could address to foster high-quality health care in the public sector. Methods: The needs assessment was conducted through direct observation, interviews, and review of existing documents in the Ministry of Health and representative hospitals, health centers, and health institutes. Data were collected about six factors as they pertained to the Ministry of Health Nursing Services: (a) key organizational and managerial activities, (b) the external environment, (c) the social system, (d) employees, (e) nursing services and research, and (f) formal organizational arrangements. Findings and Conclusions: The data showed a young country and an equally young nursing profession struggling to meet the needs of a growing population. The highest priority for the advancement of nursing in Saudi Arabia is the creation of a kingdom-wide system of nurse regulation. Pressing needs include regulation of professional standards, licensure of all nurses practicing in the Kingdom, accreditation of educational programs, and formation of a national nurses association. [source] Putting literature at the heart of the literacy curriculumLITERACY, Issue 1 2006Deborah Nicholson Abstract This paper documents an initiative in Continuing Professional Development, conceived and carried out by London's Centre for Literacy in Primary Education (CLPE). The intention was to improve the teaching and learning of writing in Years 5 and 6 of the primary school (9,11-year-olds), through working with challenging literature. This teacher education project drew on CLPE's earlier research project, published as The Reader in the Writer (Barrs and Cork, 2001). Classroom approaches developed through the initiative are described, and qualitative and quantitative changes in children's writing are discussed. Patterns of teaching in the classrooms that appear to have made a particular difference to the children's achievement are explored. [source] Pricing training and development programs using stochastic CVP analysisMANAGERIAL AND DECISION ECONOMICS, Issue 3 2005James A. Yunker This paper sets forth, analyzes and applies a stochastic cost-volume-profit (CVP) model specifically geared toward the determination of enrollment fees for training and development (T+D) programs. It is a simpler model than many of those developed in the research literature, but it does incorporate one advanced component: an ,economic' demand function relating the expected sales level to price. Price is neither a constant nor a random variable in this model but rather the decision-maker's basic control variable. The simplicity of the model permits analytical solutions for five ,special prices': (1) the highest price which sets breakeven probability equal to a minimum acceptable level; (2) the price which maximizes expected profits; (3) the price which maximizes a Cobb,Douglas utility function based on expected profits and breakeven probability; (4) the price which maximizes breakeven probability; and (5) the lowest price which sets breakeven probability equal to a minimum acceptable level. The model is applied to data provided by the Center for Management and Professional Development at the authors' university. The results suggest that there could be a significant payoff to fine-tuning a T+D provider's pricing strategy using formal analysis. Copyright © 2005 John Wiley & Sons, Ltd. [source] Student Learning Outcomes as Professional Development and Public RelationsMODERN LANGUAGE JOURNAL, Issue 4 2006ELIZABETH B. BERNHARDT No abstract is available for this article. [source] A Study of Reasons for Participation in Continuing Professional Education in the U.S. Nuclear Power IndustryPERFORMANCE IMPROVEMENT QUARTERLY, Issue 3 2003Randy B. McCamey ABSTRACT The need for workers in the U.S. nuclear power industry to continually update their knowledge, skills, and abilities is critical to the safe and reliable operation of the country's nuclear power facilities. To improve their skills, knowledge, and abilities, many professionals in the nuclear power industry participate in continuing professional education (CPE). This study investigates participation in CPE using the Participation Reasons Scale (Grotel-ueschen, 1985), a 30-item self-report instrument that measures five dimensions or reasons for participation in continuing professional education. Professional Development ranked as the most important reason for participating in continuing professional education. Identity and Commitment ranked as the least important reason for participating. All reasons for voluntary participation were found to be significantly different (higher) than corresponding compulsory reasons for participation in CPE. [source] 9 A Communication Tool for Emergency Medicine Residents to Improve Patient Care and Professional DevelopmentACADEMIC EMERGENCY MEDICINE, Issue 2008Jacqueline Mahal For every patient in the ED, a web of communication is created. A resident is at the center of this web , connecting team members in and outside the ED. Careful communication, a required ACGME competency, helps the team provide safe, high-quality care and master their respective specialties. We designed a three module curriculum that supports ACGME core competencies by providing training in professional communication and a framework with which to organize patient data. In the first module, residents are introduced to the concept that there is more to communication than content alone. Other elements include context, audience and forum. Together, these components comprise relevant communication. The second module introduces the Disposition, Situation, Background, Assessment, Recommendation, Safety (D-SBARS) Framework, an ED modification of The Joint Commission's communication tool. This framework will enable the resident to focus on communicating the relevant data for a particular audience in an appropriate manner. In the last module, residents participate in a case-based role-play. After presentation of a complicated patient, residents are each assigned a communication task. They communicate with attendings, ED staff and consultants. Each role is played by senior residents. Finally, participants deliver presentations to the on-coming team on "rounds" under time constraints, declining from two minutes to 30 seconds. Residents experience how the D-SBARS tool helps them communicate critical clinical and safety. [source] The Emergency Physician and Knowledge Transfer: Continuing Medical Education, Continuing Professional Development, and Self-improvementACADEMIC EMERGENCY MEDICINE, Issue 11 2007Barbara J. Kilian MD A workshop session from the 2007 Academic Emergency Medicine Consensus Conference, Knowledge Translation in Emergency Medicine: Establishing a Research Agenda and Guide Map for Evidence Uptake, focused on developing a research agenda for continuing medical education (CME) in knowledge transfer. Based on quasi-Delphi methodology at the conference session, and subsequent electronic discussion and refinement, the following recommendations are made: 1) Adaptable tools should be developed, validated, and psychometrically tested for needs assessment. 2) "Point of care" learning within a clinical context should be evaluated as a tool for practice changes and improved knowledge transfer. 3) The addition of a CME component to technological platforms, such as search engines and databases, simulation technology, and clinical decision-support systems, may help knowledge transfer for clinicians or increase utilization of these tools and should, therefore, be evaluated. 4) Further research should focus on identifying the appropriate outcomes for physician CME. Emergency medicine researchers should transition from previous media-comparison research agendas to a more rigorous qualitative focus that takes into account needs assessment, instructional design, implementation, provider change, and care change. 5) In the setting of continued physician learning, barriers to the subsequent implementation of knowledge transfer and behavioral changes of physicians should be elicited through research. [source] Editorial , Continuing Professional DevelopmentCLINICAL & EXPERIMENTAL DERMATOLOGY, Issue 1 2001Meg Price No abstract is available for this article. [source] A model of personal professional development in the systematic training of clinical psychologistsCLINICAL PSYCHOLOGY AND PSYCHOTHERAPY (AN INTERNATIONAL JOURNAL OF THEORY & PRACTICE), Issue 4 2007Alia I. Sheikh Staff development has been identified as a key way to improve the delivery of psychological therapies, particularly through enhancing professionals' capacity for reflective practice. Traditionally, the ,reflective practitioner' model has guided how we train professionals to deliver therapies, but this model is vague and needs refinement. We therefore outlined a more coherent model, by integrating the ideas and methods of these and other educationalists into our working definition of the ,Personal Professional Development' (PPD). We proposed that reflection can be made explicit within a circumplex model that is based upon an experiential learning cycle. This allowed ,reflective practice' to be developed systematically and analyzed empirically. We detailed how PPD is addressed within one clinical psychology training program, and provided some initial, promising evaluation data to support the approach. The need for further development and evaluation of our model and its associated methods is discussed as an appropriately reflexive next phase.,Copyright © 2007 John Wiley & Sons, Ltd. [source] The Quality of Local District Assessments Used in Nebraska's School-Based Teacher-Led Assessment and Reporting System (STARS)EDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 2 2005Susan M. Brookhart A sample of 293 local district assessments used in the Nebraska STARS (School-based Teacher-led Assessment and Reporting System), 147 from 2004 district mathematics assessment portfolios and 146 from 2003 reading assessment portfolios, was scored with a rubric evaluating their quality. Scorers were Nebraska educators with background and training in assessment. Raters reached an agreement criterion during a training session; however, analysis of a set of 30 assessments double-scored during the main scoring session indicated that the math ratings remained reliable during scoring, while the reading ratings did not. Therefore, this article presents results for the 147 mathematics assessments only. The quality of local mathematics assessments used in the Nebraska STARS was good overall. The majority were of high quality on characteristics that go to validity (alignment with standards, clarity to students, appropriateness of content). Professional development for Nebraska teachers is recommended on aspects of assessment related to reliability (sufficiency of information and scoring procedures). [source] Nursing leadership and management effects work environmentsJOURNAL OF NURSING MANAGEMENT, Issue 1 2009ANN MARRINER TOMEY PhD Aim, The aim of this literature search was to identify recent research related to nursing leadership and management effects on work environment using the 14 forces of magnetism. Background, This article gives some historical perspective from the original 1983 American Academy of Nursing study through to the 2002 McClure and Hinshaw update to 2009 publications. Evaluation, Research publications were given a priority for references. Key issues, The 14 forces of magnetism as identified by Unden and Monarch were: ,1. Quality of leadership,, 2. Organizational structure,, 3. Management style,, 4. Personnel policies and programs,, 5. Professional models of care,, 6. Quality of care,, 7 Quality improvement,, 8. Consultation and resources,, 9. Autonomy,, 10. Community and the hospital,, 11. Nurse as teacher,, 12. Image of nursing,, 13. Interdisciplinary relationships, and 14. Professional development,.'. Conclusions, Correlations have been found among positive workplace management initiatives, style of transformational leadership and participative management; patient-to-nurse ratios; education levels of nurses; quality of patient care, patient satisfaction, employee health and well-being programmes; nurse satisfaction and retention of nurses; healthy workplace environments and healthy patients and personnel. Implications for nursing management, This article identifies some of the research that provides evidence for evidence-based nursing management and leadership practice. [source] Professional development in inquiry-based science for elementary teachers of diverse student groupsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2004Okhee Lee As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry-based science and (b) to examine the impact of the professional development intervention (primarily through instructional units and teacher workshops) on teachers' beliefs and practices related to inquiry-based science. The research involved 53 third- and fourth-grade teachers at six elementary schools in a large urban school district. At the end of the school year, teachers reported enhanced knowledge of science content and stronger beliefs about the importance of science instruction with diverse student groups, although their actual practices did not change significantly. Based on the results of this first year of implementation as part of a 3-year longitudinal design, implications for professional development and further research are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1021,1043, 2004 [source] Professional development of statisticians in the pharmaceutical sector: evolution over the past decade and into the futurePHARMACEUTICAL STATISTICS: THE JOURNAL OF APPLIED STATISTICS IN THE PHARMACEUTICAL INDUSTRY, Issue 3 2008Trevor Lewis CStat Abstract The adoption of The International Conference on Harmonization Tripartite Guideline: Statistical Principles for Clinical Trials (ICH-E9) has provided a foundation for the application of statistical principles in clinical research and raised awareness of the value of a statistical contribution to the wider pharmaceutical R&D process. In addition, over the past decade globalization of the pharmaceutical R&D process and the measures taken to address reduced productivity and spiralling costs have impacted on the roles and career opportunities for statisticians working in the pharmaceutical sector. This has enhanced the need for continuing professional development to equip statisticians with the skills to fully contribute to creating innovative solutions. In the future, key areas of focus are the establishment of professional standards for statistical work and increasing the collaboration between statisticians working in industry, regulatory agencies and academia. In addition, the diversity of roles and potential career paths for statisticians embarking on a career in the pharmaceutical sector emphasizes the importance of mentoring and coaching. For the more experienced statisticians, there are unprecedented opportunities to lead and innovate. Copyright © 2008 John Wiley & Sons, Ltd. [source] Leadership: a New Frontier in Conservation ScienceCONSERVATION BIOLOGY, Issue 4 2009JIM C. MANOLIS estrategia; influencia; liderazgo; manejo; política Abstract:,Leadership is a critical tool for expanding the influence of conservation science, but recent advances in leadership concepts and practice remain underutilized by conservation scientists. Furthermore, an explicit conceptual foundation and definition of leadership in conservation science are not available in the literature. Here we drew on our diverse leadership experiences, our reading of leadership literature, and discussions with selected conservation science leaders to define conservation-science leadership, summarize an exploratory set of leadership principles that are applicable to conservation science, and recommend actions to expand leadership capacity among conservation scientists and practitioners. We define 2 types of conservation-science leadership: shaping conservation science through path-breaking research, and advancing the integration of conservation science into policy, management, and society at large. We focused on the second, integrative type of leadership because we believe it presents the greatest opportunity for improving conservation effectiveness. We identified 8 leadership principles derived mainly from the "adaptive leadership" literature: recognize the social dimension of the problem; cycle frequently through action and reflection; get and maintain attention; combine strengths of multiple leaders; extend your reach through networks of relationships; strategically time your effort; nurture productive conflict; and cultivate diversity. Conservation scientists and practitioners should strive to develop themselves as leaders, and the Society for Conservation Biology, conservation organizations, and academia should support this effort through professional development, mentoring, teaching, and research. Resumen:,El liderazgo es una herramienta crítica para la expansión de la influencia de la ciencia de la conservación, pero los avances recientes en los conceptos y práctica del liderazgo son subutilizados por los científicos de la conservación. Más aun, en la literatura no hay una fundamentación conceptual ni definición de liderazgo en la ciencia de la conservación. Aquí nos basamos en nuestras experiencias de liderazgo, nuestra lectura de literatura sobre liderazgo y discusiones con líderes selectos de la ciencia de conservación para definir liderazgo para la ciencia de la conservación, resumir un conjunto exploratorio de principios de liderazgo aplicables a la ciencia de la conservación y recomendar acciones para expandir la capacidad de liderazgo entre los científicos y los practicantes de la conservación. Definimos dos tipos de liderazgo de la ciencia de la conservación: configuración de la ciencia de la conservación mediante investigación original, y avance hacia la integración del liderazgo en la ciencia de la conservación en la política, el manejo y la sociedad en general. Nos centramos en el segundo tipo de liderazgo porque consideramos que presenta la mejor oportunidad para mejorar la efectividad de la conservación. Identificamos ocho principios de liderazgo derivados principalmente de la literatura sobre "liderazgo adaptativo": reconocer la dimensión social del problema; alternar entre acción y reflexión frecuentemente; obtener y mantener atención; combinar fortalezas de múltiples líderes; extender el alcance mediante redes de relaciones; organizar el esfuerzo estratégicamente; evitar conflictos productivos y desarrollar la biodiversidad. Los científicos y los practicantes de la conservación deberían esforzarse para desarrollarse como líderes y la Sociedad para la Biología de la Conservación, las organizaciones de conservación y la academia deberían respaldar este esfuerzo mediante el desarrollo profesional, la tutoría, la enseñanza y la investigación. [source] The LSIE Report and IMLS: Supporting Learning in the Informal Environments of Museums and LibrariesCURATOR THE MUSEUM JOURNAL, Issue 2 2010Marsha L. Semmel Learning Science in Informal Environments: People, Places, and Pursuits (LSIE) is a milestone in a continuing quest to understand and articulate the impact of informal learning experiences. Its recommendations identify significant issues for future research and practice, with implications beyond science learning. This article places the report in the context of previous and future IMLS work, including increased agency focus on,and resources for,research, evaluation, collaborative projects, and professional development. [source] Style of Knowing Regarding UncertaintiesCURRICULUM INQUIRY, Issue 1 2007DEBORAH HELSING This article addresses a key contrast in how teachers may regard the uncertainties of their work, considering how an orientation to uncertainty can be regarded as a decision-making style. Through the use of case studies, the author contrasts two teachers. One is oriented toward uncertainties in her work and describes her herself as being always "on the edge" of her capabilities, constantly seeking out perspectives that differ from and challenge her own and remaining vigilant to the need for improvising to respond to the circumstances of the moment. The other is oriented away from uncertainties and describes herself as prepared and deliberate; committed to achieving outcomes in line with her articulated goals and purposes; and purposeful about which unresolved questions she chooses to pursue. This contrast has implications not only for how these teachers make decisions and view their professional growth, but also for how some teachers may be understood, and misunderstood, by others. In a culture that often seeks to ignore pervasive moral ambiguities and focuses instead on questions for which there are easily identifiable answers (Cuban, 1992), an orientation toward uncertainty is more likely to be devalued or seen as an indication that one is not teaching well. Identifying these different approaches to decision-making styles enables us to appreciate the integrity and strength of each, as well as the limitations of each, suggesting new possibilities for research and for teachers' professional development. [source] Gazing at the Hand: A Foucaultian View of the Teaching of Manipulative Skills to Introductory Chemistry Students in the United States and the Potential for Transforming Laboratory InstructionCURRICULUM INQUIRY, Issue 3 2005STEPHEN DEMEO ABSTRACT Many studies of chemistry have described the rise of the academic chemical laboratory and laboratory skills in the United States as a result of famous men, important discoveries, and international influences. What is lacking is a perspective of the manifestations of the balances of power and knowledge between teacher and student. A Foucaultian analysis of the teaching of manipulative skills to the introductory student in high school and college in the United States during the later half of the 19th and into the 20th century has provided such a perspective. The analysis focuses on the body, specifically students' hands, and how this body has been redescribed in terms of time, space, activity, and their combinations. It is argued in the first part of this article that the teaching of manipulative skills in the chemistry laboratory can be characterized by effects of differential forms of power and knowledge, such as those provided by Foucault's ideas of hierarchical observation, normalization, and the examination. Moreover, it is evident that disciplinary techniques primarily focused on the physical hands of the student have been recast to include a new cognitive-physiological space in which the teaching of manipulative skills currently takes place. In the second part of this article, the author describes his own professional development as a laboratory instructor through a series of reflective statements that are critiqued from a Foucaultian perspective. The personal narratives are presented in order to pro- vide science educators with an alternative way for their students to think about the relationship between one's manipulative skills and the quality of their data. The pedagogical approach is related to the maturation process of the chemist and contextualized in the current paradigm of laboratory practice, inquiry-based science education. [source] Writing as Inquiry: Storying the Teaching Self in Writing WorkshopsCURRICULUM INQUIRY, Issue 4 2002Freema Elbaz, Luwisch Recent research demonstrates that the process of telling and writing personal stories is a powerful means of fostering teachers' professional growth (Connelly & Clandinin, 1995; Conle, 1996; Diamond, 1994; Heikkinen, 1998; Kelchtermans, 1993). This article aims to further understanding of writing in the development of teachers' narratives of practice, and to critically examine the potential of the writing workshop as a space where diverse voices can find expression. I take up a narrative perspective, seeing the practice of teaching as constructed when teachers tell and live out particular stories. I examine the autobiographic writing of teachers who participated in a graduate course on autobiography and professional development, drawing on phenomenological (Van Manen, 1990) and narrative methods (Mishler, 1986) and attending to issues of voice (Raymond, Butt, & Townsend, 1992, Brown & Gilligan, 1992) and "restorying" (Clandinin & Connelly, 1996, 1998). The main questions addressed are how do teachers narratively construct their own development and how does the university context, usually construed as a locus of knowledge transmission, function as a framework for the processes of storytelling, reflection, and restorying of experience and for the elaboration by teachers of an internally persuasive discourse (Bakhtin, 1981)? The article describes the experience of the course and the various uses to which participants put autobiographic writing; the range of voices used in the writing is indicated. Three "moments" in the writing process are discussed: describing, storying, and questioning, moments that, taken together, are seen to make up the restorying process. The conclusions point to limitations and possibilities of writing in the academic setting, in particular the place of theory in helping to draw out teachers' voices. [source] Clinical supervision in the alcohol and other drugs field: an imperative or an option?DRUG AND ALCOHOL REVIEW, Issue 3 2007ANN M. ROCHE Abstract There is a growing interest in Clinical Supervision (CS) as a central workforce development (WFD) strategy. This paper provides a definition of and rationale for CS, characterises its various forms, identifies selection and training issues, and advises on policy and implementation issues central to redressing shortcomings in supervision practice within the alcohol and other drugs (AOD) field. Relevant selective literature is reviewed. Key conceptual issues were identified, and strategies developed to address implementation barriers and facilitate relevant policy. There is a common conceptual confusion between administrative supervision and CS. Clarification of the role, function and implementation of CS is required. Priority issues for the AOD field include: enhancing belief in CS; ensuring adequate resource allocation; developing evaluation protocols; and addressing specific arrangements under which supervision should occur. CS has been underutilised to date but holds considerable potential as a WFD strategy. It is fundamental to workers' professional development, can contribute to worker satisfaction and retention, and may improve client outcomes. Critical next steps are to establish the generalisability to the AOD field of the benefits observed from CS in other disciplines, and evaluate longer-term gains of CS programs. [source] The development of the Recovery and Prevention of Psychosis Service in Melbourne, AustraliaEARLY INTERVENTION IN PSYCHIATRY, Issue 2 2009Brendan P. Murphy Abstract Aim: To describe the establishment of a multicomponent, phase-specific, early intervention service for young people experiencing psychosis. Methods: The Recovery and Prevention of Psychosis Service commenced streamed clinical service delivery in November 2004, providing comprehensive case management for up to 3 years within Victoria's largest metropolitan health service. It delivers phase-oriented treatment focusing on early detection, recovery and relapse prevention, and minimizing disability and secondary comorbidity. The combined programme covers training and professional development, data collection and evaluation, specialist intervention services, group programme work and community development. Results: Of the first 151 clients, 70.2% were male, the average age at first presentation was 20.9 years, 15% were under 18 at first contact and 67% required inpatient admission at least once. Mean age at first contact was 20.84 years for those requiring inpatient services and 70% admitted were male. The average length of stay was 25.69 days and 23% were secluded, with an average of 2.1 seclusions. A large percentage of Recovery and Prevention of Psychosis Service clients (81%) required involuntary treatment, a significantly greater proportion of admitted patients were on Community Treatment Orders compared to those never admitted (22.5% cf. 4.1%; P = 0.04) and 92% of those admitted subsequently relapsed compared to 8% of those not admitted (P = 0.02). Conclusions: Recovery and Prevention of Psychosis Service is successfully developing a fully integrated first episode service. Recent developments include expanding the period of care up to 5 years for selected patients, the recruitment of a health promotions officer and planning for the development of a youth inpatient unit. [source] Continuing professional development in the 21st centuryEQUINE VETERINARY EDUCATION, Issue 1 2003T. S. Mair No abstract is available for this article. [source] The development of an ePortfolio for life-long reflective learning and auditable professional certificationEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2009R. L. Kardos Abstract Recent legislative changes, that affect all healthcare practitioners in New Zealand, have resulted in mandatory audits of practitioners who are now required to provide evidence of competence and continued professional development in the form of a professional portfolio. These changes were the motivation for our development of an electronic portfolio (ePortfolio) suitable for both undergraduate and life-long learning. Bachelor of Oral Health (BOH) students, studying to qualify as Dental Hygienists and Dental Therapists, and BOH teaching staff (who held registrations in Dental Hygiene, Dental Therapy and Dentistry) trialled the use of a personal ePortfolio for advancing their academic and professional development. The ePortfolio enables BOH students to collect evidence of their achievements and personal reflections throughout their 3 years of undergraduate study, culminating in registration and the award of an Annual Practising Certificate (APC). The ePortfolio was designed to allow users to store information and then select appropriate material to be displayed or published, thus assisting health practitioners to present high-quality evidence of their participation and achievements, and to meet the professional requirements for their APC. [source] Using concept mapping principles in PowerPointEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2007I. M. Kinchin Abstract:, The use of linear PowerPoint templates to support lectures may inadvertently encourage dental students to adopt a passive approach to learning and a narrow appreciation of the field of study. Such presentations may support short-term learning gains and validate assessment regimes that promote surface learning approaches at the expense of developing a wider appreciation of the field that is necessary for development of clinical expertise. Exploitation of concept mapping principles can provide a balance for the negative learning behaviour that is promoted by the unreflective use of PowerPoint. This increases the opportunities for students to access holistic knowledge structures that are indicators of expertise. We illustrate this using the example of partial denture design and show that undergraduates' grasp of learning and teaching issues is sufficiently sophisticated for them to appreciate the implications of varying the mode of presentation. Our findings indicate that students understand the strategic value of bullet-pointed presentations for short-term assessment goals and the benefits of deep learning mediated by concept mapping that may support longer term professional development. Students are aware of the tension between these competing agendas. [source] Continuing professional development , global perspectives: synopsis of a workshop held during the International Association of Dental Research meeting in Gothenburg, Sweden, 2003.EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2005Part 1: access, funding, participation patterns There appears to have been little previous research interest in continuing professional development* (CPD) of dentists and the oral health team. This paper presents data and information on the following aspects of CPD in 17 countries in Asia, Australasia, Europe and North America: availability of different types of CPD, its providers, data on uptake of CPD courses and activities, and funding of CPD. The results indicate that lectures and hands-on skills courses were held in all 17 countries but the use of the Internet to deliver CPD was by no means universal. CPD was funded from a variety of sources including universities, governments and commercial companies. However, the only universal source of funding for CPD was dentists themselves. Data on participation were available from only three countries. Research issues based on these results will be listed in a second paper. [source] Effectiveness of interventions to promote continuing professional development for dentistsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2003Helen A Best Background:, Continuing education is incumbent upon dentists as health professionals, but its promotion may be required, particularly in order to ensure regular professional updating. Continuing professional development may be delivered in a variety of ways, and new strategies and techniques must be evaluated for effectiveness. Aim:, To evaluate the effectiveness of two interventions utilizing the philosophies and techniques of the discipline of Quality Improvement. Method:, A self-assessment instrument (a manual) for quality dental practice was developed using the Delphi technique. A randomized, controlled trial of the interventions was conducted under field conditions for dental practice in Victoria, Australia. Dentists in Test Groups 1 and 2 completed the self-assessment manual, and received relevant references and their own scores for the manual in comparison with empirical standards. Dentists in Test Group 1 also attended a continuing education course on Quality Improvement. Dentists in Control Group 1 completed the manual only and received feedback of their scores. Dentists in Test Groups 1 and 2, and in Control Group 1 completed the manual again after 1 year as a post-intervention follow-up. Dentists in Control Group 2 completed the manual only at 1 year. Results:, The intervention involving self-assessment, receipt of scores and references for the manual resulted in modest improvements in total scores for dentists after 1 year, although a response bias was apparent. Conclusion:, An effective method of facilitating change in quality dental practice was identified. Assessment of strategies and techniques for professional development of dentists should include observation of patterns of participation. [source] | |||||||||||||||||||||||||||||||||||||||||||