Making a compulsory course compelling

The counselling and psychotherapy professions have experienced a rapid growth and expansion throughout Europe, and internationally. State regulation of these professional practices has required personal development hours for those in training, continuing professional development for all qualified practitioners as well as supervision of their practice. Interacting Selves provides concepts and principles of personal and professional development (PPD) in training and supervision as part of an approach to lifelong learning for all those involved in psychotherapeutic work. Leading European trainers and practitioners draw on their shared background in systemic therapy to articulate a strong theoretical base for PPD. The volume functions not simply as a coherent description of the philosophy and rationale underlying PPD but also as a practice workbook whose chapters contain an array of elegantly crafted exercises, portable across the broad range of disciplines that give life to the social care and mental health fields at the same time as meeting the PPD needs of counsellors and psychotherapists of different theoretical persuasions. The approaches work through constant attention to PPD as an interpersonal process where thoughts, ideas and emotions need to be nurtured. PPD can involve working at the extremes, and the book provides a secure basis for confronting abuse and violence head on. Each chapter shows how personal and professional development promotes a focus on emotional competence, positive emotion, resilience and ethical practice. Interacting Selves introduces and develops the concepts and principles of personal and professional development (PPD) in training and supervision as part of an approach to lifelong learning for all psychotherapists undergoing or providing PPD. This pioneering book will appeal to psychotherapy trainees, trainers, practitioners and supervisors in the mental health field and social care professionals.

OPEN ACCESSJanuary 23, 2007Personal and Professional Development (PPD) Facilitators’ Guide Kristi Ferguson, PhD, MSW Kristi Ferguson, PhD, MSW University of Iowa Roy J. and Lucille A. Carver College of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.167 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractThis personal and professional development curriculum consists of 14 sessions, each 2 hours long. The aim is to make participants more competent, compassionate, and ethical clinicians. Topics covered include an introduction to personal and professional development, professionalism, the medical interview, the history of the present illness, understanding the social context of medicine, cultural competence in medicine, physician-patient communication, patient counseling, and handling death and dying/spirituality. The curriculum also contains a role-model session, interview sessions, and a service activity. The two sessions on balancing the demands of medical school with other aspects of student life both involve one-on-one interactions with simulated patients. These interviews are video recorded and made available for students to review and then discuss with their colleagues during the curriculum. The sessions on cultural competence in medicine and physician-patient communication involve having two simulated patients visit each group to give students additional practice with history taking related to specific situations. Discussion activities are provided for most sessions. The curriculum also includes written assignments to be completed by the students; feedback from facilitators and students is consistently very positive about this aspect of the course. Educational Objectives By the end of this resource, learners should be able to: Practice medicine in its sociocultural context.Continue self-directed learning in clinical practice.Apply relevant basic and clinical science to the practice of medicine. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: PPD Facilitator's Guide.doc To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationFerguson K. Personal and Professional Development (PPD) Facilitators’ Guide. MedEdPORTAL. 2007;3:167. https://doi.org/10.15766/mep_2374-8265.167 Copyright & Permissions© 2007 Ferguson. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsPPDProfessional CompetenceAttitude to Death Disclosures None to report. Funding/Support None to report. Prior Presentations Ferguson KJ, Woodard VS. Personal and Professional Development: A Semester-long Small Group to Promote Social Support, Reflection, and Clinical Skills Development. Poster presented at: Association of American Medical Colleges Central Group on Educational Affairs Conference; 2004. Ferguson KJ, Woodard VS. Understanding the Patient's Perspective through Personal and Professional Development Group Discussion. Poster presented at: International Conference on Communication in Healthcare; October 2005; Chicago, IL. Loading ...

Medical schools are placing more emphasis on students' personal and professional development (PPD) and are seeking ways of assessing student progress towards meeting outcome goals in relation to professionalism. The Faculty of Medicine at the University of Sydney sought an assessment method that would demonstrate the value of reflection in attaining PPD, provide feedback and encourage students to take responsibility for setting and achieving high standards of performance. The instruments used to assess Year 1 students in PPD are a portfolio and interview. This assessment format encourages students to explore ideas and values that are important to them and relevant to the PPD theme. A confidential interview, based on the PPD goals, is held with a faculty member who has read the student's portfolio. In 1997/98, 96% of students agreed that they had engaged in useful reflection on their approach to the course and 91% agreed that the experience was worthwhile. A further 76% of students agreed that they could see opportunities to modify their approach in some ways as result of this exercise. Sustained PPD is essential in equipping doctors for the varied stresses of careers in medicine. Despite, or perhaps because of, the latitude in the Year 1 assessment, both students and faculty members found the process of value. This form of assessment acknowledges that the most valid assessment formats cannot always be made reliable and that in some parts of the curriculum it is more important to demonstrate trust in students' own motivation to become competent and mindful practitioners. The fact that the portfolio and interview are the only summative assessments in the first year emphasises the importance that the Faculty places on PPD.

ObjectiveThis study explored how personal therapy (PT) is experienced by psychotherapists, focussing on its positive and negative impact on clinical work as well as personal and professional development (PPD). The current meta‐analysis considered qualitative research studies focussing on therapists' experiences of the impact of their PT on their clinical activities and development.MethodA systematic review of the literature led to the identification of 21 published qualitative research studies. The findings from individual studies were subjected to grounded theory meta‐analysis.ResultsFive clusters were identified: (1) PT helps to increase self‐awareness in general and within the therapeutic relations; (2) PT helps therapists to adopt a therapeutic approach by observing and experiencing the impact of therapeutic interventions; (3) PT helps to support patients in the therapeutic process on the basis of one's own experience of going through a therapeutic process; (4) PT helps therapists to become more confident and authentic because it fosters self‐acceptance; and (5) PT hinders clinical work and PPD through exposure to inadequate interventions and by stirring up personal issues. The four helpful clusters can be linked to the processes of personal growth, learning through observation and experience, experiential learning, and professional identity development, respectively.ConclusionThe findings of this study indicate that PT can have a helpful impact on clinical work and PPD through four processes that strengthen effective therapist skills, attitudes and ways of being. However, several studies demonstrate that the influence of PT on clinical work and PPD can also be experienced as complex, ambiguous and even harmful.

Personal and Professional Development (PPD) has been long considered a central component of counselling and psychotherapy training. Key literature in respect of PPD approaches for psychotherapy training is reviewed, and the scant literature specifically relating to systemic psychotherapy noted. The ‘Four Selves’ PPD Framework, developed in Northern Ireland by the lead author as part of qualifying‐level Systemic Psychotherapy training, is presented, including its diagrammatic representation, constituent elements and an illustrative example. This is followed by guidance from the PPD tutor (lead author) based on her experience of utilising the Framework to facilitate tailored PPD sessions across the two‐year clinical Masters programme aimed at enhancing trainee self‐reflexivity, supplemented by feedback on the ‘model‐in‐practice’ from a recent cohort of students. The article concludes by encouraging readers to consider the applicability of The ‘Four Selves’ PPD Framework to their own psychotherapy training contexts.

Altruism, accountability, duty, integrity, respect for others and lifelong learning are qualities that have been identified as central to medical professionalism. However, we do not have a systematically developed understanding of what is needed to optimise medical students' personal and professional development (PPD). We need some level of agreement on how to teach and assess PPD, but traditional educational methods may not be strong determinants of students' or graduates' actual behaviour in clinical settings. This paper considers the factors that demonstrably influence doctors' behaviour as a contribution to the development of a model for considering PPD within the broader context of medical practice. The model presented acknowledges that behaviour change comes about through a number of influences including education, feedback, rewards, penalties and participation. These elements can be plotted against the cognitive, affective and metacognitive processes that are intrinsic to learning. A framework that promotes the consideration of all of these factors in PPD can provide guidance for schools undergoing curriculum reform and inform further research into one of the most important and challenging aspects of medical education.

Personal and Professional Development (PPD) is now key to the undergraduate medical curriculum and requires provision of appropriate learning experiences. In order to achieve this, it is essential that we ascertain students' perceptions of what is important in their PPD. We required a methodological approach suitable for a large medical school, which defines constructs used by the students to describe their PPD, and is not constrained by a researcher's predetermined line of questioning. It should also quantify the saliencies of these constructs in the student population and indicate how they gauge their own PPD. The instrument should also be suitable for administration at key stages of the students' learning experience. Here we describe the first stages in developing a novel method, which fulfils these requirements. It is based on a modified self repertory grid, the "Ideal Self" Inventory. All first year students (N = 379), provided five descriptors of a "good medical student" and of a not very good medical student, which generated 1,531 'ideal' qualities. To define underlying themed constructs, 49 randomly selected descriptors, were grouped together by self selected students (n = 55), using commonly held assumptions. Frequency of item co-occurrence was tabulated by multidimensional scaling. Themed clusters of 'ideal' qualities, defined by hierarchical cluster analysis, were overlaid onto the multidimensional scaling to generate a concept map. This revealed seven themed constructs; Personal Welfare, Time and Self Management Committed Work Ethic, Learning Skills, Personal Development/Reflection, Personal and Professional Conduct and Teamwork. We then analysed the 1,531 'ideal' qualities, by determining the frequency with which students used each construct and the proportion of students who used a construct at least once. Personal and Professional Conduct, Committed Work Ethic and Time and Self Management were the most frequently used, implying that they were the most salient for the first year students.

This paper explores personal and professional development (PPD) as a key learning domain for the future of medical education and person-centered care. Guided by existing curriculum development models and lessons learned in practice, scenarios from academic and clinical learning environments will guide a theory-driven discussion of concepts and competencies that humanize the practice of medicine, such as emotional intelligence, professional identity formation, lifelong learning and inclusive practice. Factors contributing to contemporary curriculum implementation will be informed by a case study of a PPD program delivered to post-graduate medical students in Australia and propose an action-focused series of next steps to connect past, current and future directions for medical schools and graduates. Through reflections on iterative stages of program development and the incorporation of emerging concepts in PPD, this paper advocates for the true valuing of personal growth and professional development in medical education. If future doctors are to graduate as compassionate, socially informed, and critically reflective practitioners, they need dedicated PPD learning, opportunities to practice and active encouragement to remain curious towards and beyond their own experience.

Introduction: Appropriate professional conduct of clinical teacher is vital in their medicine practice. In UKM medical centre Malaysia, personal and professional development (PPD) of future medical professionals is greatly emphasized. The objective of this study was to determine the medical students’ perception about the professional conduct of their clinical teachers at UKM medical centre. Methods: It was an online questionnaire survey conducted among the clinical students enquiring about the professional conduct of their clinical teachers. There were five statements and one open ended question which described students’ preference about PPD teaching-learning method, expectation on PPD session, need of teachers training and experience about the excellent and inappropriate professional conduct of clinical teachers. The open ended question described what students had observed regarding the ‘doctor-patient relationship’ medical ethics and ‘student-teacher relationship. A total of 77 questionnaires were returned after complete evaluation. The data were compiled and analysed using SPSS version 20 and the answers to the open ended questions were transcribed. Result: Role modelling was the preferred teaching-learning method for PPD as stated by 38% respondents; subsequent preferred methods were small group (30%), role play (24%), large group (7%) and reflective writing (1%). Majority (67.5%) respondents indicated that professional conduct of their clinical teachers was frequent enough as they had expected while 29.9% claimed that professional conduct was infrequently emphasized. Excellent professional conduct of clinical teachers was witnessed by 73% respondents while 27% indicated that they had never seen excellent conduct. When asked about inappropriate professional behaviours by clinical teachers, 53% indicated to have witnessed. Qualitative data also revealed both positive and negative experiences as reflected in open comments. According to 70% respondents clinical teachers required training to apply PPD in their daily practices. Conclusion: Professional conduct of clinical teachers as perceived by the students was excellent and frequents enough with experience of inappropriate behavior too. Role modeling was the preferred teaching method while attention needed on reflective assignment. Educators must emphasize on role modelling in their daily practices and curriculum planners should give due importance on training needs of clinical teachers to apply PPD in their daily practices

The ever-evolving nature of nursing requires professionals to keep their knowledge up to date and uphold the Nursing and Midwifery Council (NMC) Code by engaging themselves in ongoing personal and professional development (PPD). This article aims to highlight the importance of good leadership and management in healthcare and to explore the literature surrounding leadership and management, such as the current NHS healthcare leadership model ( NHS Leadership Academy 2013 ), the Leading Change, Adding Value Framework underpinned by the 10 commitments and 6Cs ( NHS England 2016 ) and the NMC Code ( NMC 2015a ) in relation to PPD. It examines how nurses can be supported in their PPD by their team leader and or managers using examples experienced in a clinical setting while caring for children and young people (CYP). Furthermore, the importance of team working and group processes in the context of leadership will be deliberated, using examples of formative group work to illustrate principles described in the literature. Finally, reflections will be discussed on how learning from this experience can influence future practice when caring for CYP.

This research explored how Black trainees in Clinical Psychology (CP) make sense of their identities in the context of training. In particular there was a focus on the influence of language, power and material realities on this process. This study was set in the context of CP’s historic and current socio-political contexts, including the profession’s historic relationship to ‘race’ and the current context of Personal and Professional Development (PPD) and ‘equality and diversity’ agendas. Identities are seen as integral to the personal development of CP trainees, however Black trainees’ perspectives on this had been largely neglected. The study involved in-depth interviews with twelve trainee clinical psychologists who self-identified as Black. Interviews were analysed using thematic analysis informed by Foucault’s ideas on power, identities and discourse, from a critical realist social constructionist epistemology. Three main themes were identified. Theme One encompassed participants’ talk about how they construct and relate to the term Black. Power relations and discourses both within CP and wider society influenced participants’ construction of Blackness. Theme Two encompassed participants’ accounts on being positioned as simultaneously hyper-visible and invisible within the culture of CP, forcing them embark on a journey in negotiating their identities. The third theme related to participants’ account of this journey, which was constructed as on-going, cyclical and lonely, with little or no support from training programmes. Based on the analysis, implications for future research and the practice of CP training are considered. This research argues that CP needs to fulfil its duty of care towards existing Black trainees before attempting to ‘diversify’ further.

The requirement for Personal and Professional Development (PPD) is now commonplace in the healthcare professions, counselling and social work, and in education. In this chapter, we will be discussing medicine, dentistry, nursing, and pharmacy. A key question, however, is, “What does PPD actually mean?” Certainly, the extraordinarily rapid advances in knowledge and technology mean that doctors, nurses, dentists, and pharmacists must demonstrate that their knowledge and skills are not only constantly updated but also their nurturing of a caring and insightful approach, awareness of their strengths and limitations, and their development as independent learners. All have significant implications for these practitioners. We discuss the fundamental principles that underpin these aspects of PPD, using medicine as a model. We recognise the importance of understanding their historical origins and the factors that have promoted their development, for example, the introduction of the Medical Act to the UK in 1858. The literature and our own experience identify the crucial role played by developing a strong reflective approach, which is a profound influence in undergraduate healthcare education. We discuss how students are introduced to reflective learning and PPD and the implications this has for the professional development of their educators.

Medical education curricula are required to teach ethics, professionalism and patient safety, but there is no clear evidence as to when these topics should be introduced. The Personal and Professional Development (PPD) theme incorporates these topics, and is integrated throughout our postgraduate medical programme, but we were particularly interested in knowing when and how to introduce them to year-1 students. We describe an intensive PPD programme in the context of broader issues associated with the appropriate timing of PPD curricula in a medical programme. The PPD Intensive was held over 2 days (267 students in 2008 and 299 in 2009). Attendance was mandatory. Teaching included a mixture of didactic, small group and interactive sessions. Students completed a formative case-based assessment and evaluation questionnaire. In response to questions about a patient narrative, many students focused on the health provider perspective, even when asked specifically to put themselves in the patient's position when answering questions about the case. Students showed a superficial understanding of patient safety factors, even those who were previous health professionals. The Intensive was evaluated highly, but from the perspective of faculty staff there were issues relating to timing and lack of clinical context to give real meaning and purpose to the basic concepts underpinning the learning areas. The Intensive was designed to demonstrate to students the importance of PPD. A counter position is that students lack the clinical context required for effective learning of PPD topic areas. We discuss these conflicting beliefs and the changes made to the Intensive programme in 2010. As a result of the lessons, we changed the 2010 Intensive programme to strongly emphasise professionalism; patient safety was moved to the later years.

The study aimed at evaluating the personal and professional development (PPD) module in the undergraduate medical curriculum in Melaka Manipal Medical College, India. PPD hours were incorporated in the curriculum. A team of faculty members and a faculty coordinator identified relevant topics and students were introduced to topics such as medical humanities, leadership skills, communication skills, ethics, professional behavior, and patient narratives. The module was evaluated using a prevalidated course feedback questionnaire which was administered to three consecutive batches of students from March 2011 to March 2013. To analyze faculty perspectives, one to one in-depth interviews and focus group discussions were conducted by the coordinators with faculty members who conducted the PPD classes. Analysis of the course feedback form revealed that majority (80%) of students agreed that the module was well prepared and was "highly relevant" to the profession. Faculty found the topics new and interdisciplinary and there was a sense of sharing responsibility and workload by the faculty. PPD modules are necessary components of the curriculum and help to mould students while they are still acquiescent as they assume their roles as doctors of the future.

This article uses a research example as a case study of qualitative pluralism in practice to analyse issues involved. The case was a critical narrative analysis of interview data about clinical psychologists' Personal and Professional Development (PPD). The rationale for a pluralist methodology to address critical research questions is described. To examine participants' PPD in terms of the relationship between individual subjectivities, group identities and societal power relations, elements of IPA, Grounded Theory, DA, and critical deconstruction were combined within a narrative methodology. The pluralist project of multiperspectivity was endangered by the use of critical theory to impose interdependency between methods/levels of analysis. Philosophical errors disrupting the logic of justifiable conclusions were possible. More rigorous, critical reflexivity and thoughtfulness about “epistemological anarchism” (Feyerabend 1975) are needed. Added value (richness, integration, and capacity to consider more interesting and important research questions) nonetheless makes the case for pluralist methodologies strong in the context of research as wider social activity.