Model Of Continuing Professional Development Research Articles

Institutional Practices Towards the Continuous Professional Development of Primary School Teachers

This study explores the role of school academic coordinators and their strategies in continuous professional development (CPD) for teachers. This qualitative research adopts a case study approach to gain deep insights into academic coordinators' strategies and challenges regarding effective CPD. Data for this study is collected through semi-structured online interviews from N=09 primary school coordinators from different campuses of private schools in Karachi using criterion sampling techniques. Thematic analysis was carried out from the transcription to find the themes. The study results revealed that barriers to effective implementation include a lack of interest, insufficient resources, and lack of technical skills among trainers. The findings underscore the importance of effective CPD and its implementation, highlighting challenges and suggesting strategies such as regular pre-job and during-the-job systematically interactive CPD training sessions. This study provides a deep understanding of the CPD model for curriculum developers, school coordinators, school teachers, and school management to elevate the standard of education in their schools by adopting a practical CPD approach.

A scoping review of continuing education models and statutory requirements for pharmacists globally

BackgroundIn the dynamic field of pharmacy amongst a diverse array of countries with disparate income levels, pharmacists play a pivotal role in integrating emerging scientific knowledge into their practice while adapting to evolving therapeutic interventions and expanding service delivery responsibilities. Lifelong Learning (LLL) is cultivated through continuing professional education (CPE) and continuing professional development (CPD), indispensable components ensuring sustained professional competence and heightened patient care quality. The global landscape witnesses diverse LLL activities tailored to pharmacists’ learning needs and preferences. This scoping review maps and synthesises a comprehensive global perspective on the existing knowledge regarding CPE/CPD models, statutory requirements, and pharmacists’ preferences for LLL activities.ObjectiveTo comprehensively investigate global models of CPE/CPD for pharmacists’ and examine the statutory requirements governing pharmacists’ registration and licensure.MethodA literature search of PubMed, Google Scholar, Web of Science, and the University of KwaZulu-Natal library search engine was undertaken for studies between January 2012 and February 2023. The article selection and reporting followed the recommendations made by PRISMA (Preferred Reporting Items of Systematic Reviews and Meta-Analyses) guidelines. The articles were tabulated based on their respective country’s income level, continuing education models employed, country-specific statutory requirements, and pharmacists’ preferences for LLL activities.ResultsOf the initial 3974 publications identified through the database search, 24 studies met the review criteria. The majority of the articles originated from high-income countries (HICs) (14/24, 58.3%), and most employed the mandatory CPD points system (21/24, 87.5%). However, in some HICs and upper-middle income countries (UMICs), the CPE/CPD is non-mandatory. While most countries (19/24, 79.2%) offer various LLL formats, the preference of pharmacists remains primarily face-to-face learning (13/24, 54.2%). However, workplace learning (3/24, 12.5%) and blended learning (7/24, 29.1%) are mentioned in some studies.ConclusionDiverse models of CPE/CPD alongside statutory requirements persist globally and evolve, shaped by varied implementation experiences. HICs lead in CPD models, while the implementation in low- and middle-income countries (LMICs) and low-income countries (LICs) requires further exploration for inclusivity and effectiveness. A few UMICs are either initiating or in early stages of implementing the CPD models. Structured planning for LLL activities is increasingly a global requirement for pharmacists’ licensure. The essential progression of pharmacy practice in developing healthcare systems necessitates a mandatory CPD model. Ongoing research is crucial to fortify the implementation, align and unify the CPD model with evolving pharmacy profession needs.

Using Continuing Professional Development (CPD) for Enhancing Teaching Quality in Higher Education of Bangladesh

Bangladesh is crossing milestones in achieving sustainability in every sector and one of the most important sectors is the higher education sector. Thus, it is advisable to improve the quality of education in the environment by evaluating some parameters of service quality. This paper examines the quality of teaching in the higher education sector through continuing Professional Development (CPD) and examines the important role that teachers play in contributing to the development of the knowledge and values needed for teachers. However, since the study is on descriptive and analytical case studies and literature reviews based on reliable sources which shows that workshops and seminars are effective in most traditional modes has as proved to be insufficient for Coordination and evaluation of programs should be mandatory for professional development, which will help to maintain a positive environment with changing global situation. This paper identifies the definition, the dimension, the model, effectiveness, and types of CPD, the quality of service related to student satisfaction. The study helps to identify and assist in taking steps to address the lack of teaching quality whether teachers receive continuous professional development programs and whether such programs are adequate in our college.

CONTINUOUS PROFESSIONAL DEVELOPMENT BASED ON INTERNAL COACHING IN SCHOOL INSTITUTIONS

Continuous professional development is a program carried out to improve teacher competencein carrying out their duties. The fact shows that implementing continuous professionaldevelopment has not significantly improved teacher professionalism. This program has notbeen running consistently, due to a lack of internal motivation from teachers who tend not toplay an active role in the culture of independent learning, because they still position themselveswaiting for professional development activities from external parties to improve theircompetence. This study aims to develop a model of continuous professional developmentthrough school institutions based on internal coaching. Internal coaching is the basic capital forteachers to become lifelong learners and self-directed for increasing competency. The researchwas conducted through a development method using the Smith and Ragan model implementedin an integrated Islamic elementary school that has implemented continuous professionaldevelopment programs for almost two years, since 2019. The constructed hypothetical model isa continuous professional development model based on internal coaching through thestimulation of reflective, participatory, innovative, and collaborative abilities integrated into theschool system to form a culture of independent learning for teachers. The implication ofresearch for further development of teacher empowerment at the school level.

Analysis of the Situation of Continuous Professional Development Models for Teachers Based on 21st-Century Skills in Lebak District

Continuing Professional Development (CPD) program. This program has been a government policy since 2013. PKB is to foster professional teachers on the basis of teacher performance profiles supported by the results of self-evaluation. The purpose of this research is to develop, validate and implement a 21st century skills-based continuing professional development model for certified junior high school teachers in Lebak Regency. The first stage was carried out in 2023 by conducting data mapping using the exploratory method with the aim of knowing the level of depth regarding professional development for post-certification teachers. After obtaining the data from the mapping, the model development draft was prepared. The conclusion of this analysis is that 21st century continuing professional development is an urgent need in education. 21st century skills, such as critical thinking, creativity, collaboration and technological capabilities, are at the core of preparing individuals to face the changing demands of the times. However, there are a number of challenges faced by junior high school teachers in Lebak district in their efforts to develop their profession in a sustainable manner. These challenges include financial limitations, geographical and distance issues, limited time available, lack of skilled human resources, and policy issues and views that are less supportive towards the development of 21st century skills. Therefore, there is a need for strong support from local governments and educational institutions to overcome these challenges and ensure that teachers have equal access and necessary support in continuing professional development.

Towards a model of Teachers’ Continuing Professional Development (CPD): a border crossing journey with embedded contradictions, ethical dilemmas and transformative possibilities

ABSTRACT Shulman (1989) argued how ‘outrageously complex’ teaching is and how reform imperatives driving standards should not lead to standardisation and the subsequent loss of soul. We assert that framing a model of teachers’ Continuing Professional Development (CPD) is similarly ‘outrageously complex’, a multifaceted construct that has professional, personal and political ends and purposes and is concerned with needs beyond that of the individual teacher, such as the teaching profession, schooling system, economic and social needs, as well as the wider public-interest values of the state. For this study, we worked as a community of inquiry, drawing from theoretical pluralism in order to conduct an abductive analysis of existing models of teachers’ CPD. Our model of teachers’ CPD offers an explanatory framework that positions teachers’ values, goals and dreams at the centre, involves a relational border crossing journey rather than a final destination, and necessitates ethics (philosophy), critical reflexivity and the empirical as productive ways of staying with the embedded contradictions, ethical dilemmas and transformative possibilities of an advanced professional practice. We present this new model of CPD not as a final analysis but rather as a theory worthy of further research and consideration.

The Social Work Online Team Training (SWOTT) toolkit: embedding team-based peer learning in continuous professional development

ABSTRACT Continuous professional development (CPD) underpins safe, effective practice by ensuring that social workers acquire and sustain up-to-date knowledge and skills. Additionally, CPD is critical to theoretically rooted, evidence-informed decision-making and intervention. Despite the reported benefits, there are many barriers such as high caseloads and the time required to participate. This paper presents the findings from a proof-of-concept study which piloted a new model for CPD: the Social Work Online Team Training (SWOTT) toolkit. Each themed toolkit incorporates research evidence and/or new theoretical frameworks and is built upon a team-based, peer learning approach. Toolkits have two components: an online module and peer group supervision using a complex case study. The pilot and evaluation integrated two data collection workstreams: a pre-intervention survey and a post-intervention survey; and interviews. Participants reported that the CPD was relevant, accessible, enabling them to refresh knowledge of core theory and acquire new theoretical and evidence-informed knowledge. The toolkit design facilitated deep learning as participants used the online training to critically discuss the complex case study using peer reflection. Overall, findings demonstrated the value of shared learning experiences through the combined modes of learning (online/in-person) resulting in evidence-informed CPD with real-world relevance to practice contexts.

Continuing Professional Development Model in the Schools Division of Sarangani

This study explored and determined the extent of the Continuing Professional Development (CPD) implementation in government school institutions in the Sarangani Division for School Year 2022-2023. The 375 respondents from a total population of 6, 042 public school teacher were randomly selected across the 23 school districts. Based on the findings, the hypothesis on no significant relationship between the extent of the CPD implementation and the teacher’s competencies is accepted because of the Pearson’s r-value of -0.081 with negligible correlation 0.118 p-value. However, the hypothesis on no significant relationship between the contributing factors and the extent of CPD implementation is rejected and the model is a partial mediation. Sobel test yielded a z-value of -3.10600817 with a p-value of 0.00189631 that means significant at 0.05 level. Further, three major themes surfaced from the informant’s in-depth interview after an intensive analysis of the data gathered, namely: Limited Training Offered, Insufficient Execution of the Program, and Participatory Barriers to CPD Training. The indicated training need, preferred CPD modalities and pace, as well as monitoring, evaluation, and offering technical support to schools in terms of CPD may be taken into consideration by DepEd Offices. Hence, a CPD Model is recommended to take effect in the Schools Division of Sarangani to address the actual competency gap and relevant training needs for teachers’ professional growth and development.

Continuous Professional Development Model to Improve Teacher Professional Competence

The objective of this study is to describe the continuous professional development model to enhance teacher professional competence. This study was qualitative and employed a phenomenological method. This research was conducted at two public high schools in Balangan Province. Principals, vice principals, and teachers identified through purposive sampling were the key informants. Interviewing, observation, and documenting were approaches for collecting data. Validity of data was determined by triangulating data through engineering triangulation and peer review triangulation. Interactive analysis of the Huberman model comprising of data gathering, data display, data reduction, and verification/inference, was conducted with the use of data analysis. According to the findings of the study, the continuous professional development model for enhancing teacher competency was based on supervision, IHT, and external training, and began with an evaluation of speed, planning, implementation, evaluation, and follow-up.

Continuous Professional Development Model to Improve Teacher Professional Competence

Continuous Professional Development Model to Improve Teacher Professional Competence

Continuing professional development in the last decade – A scoping review

Background: Continuing professional development (CPD) provides support to healthcare workers to keep up to date with best practices and addresses deficits in their knowledge and practice. Aim: The purpose of this scoping review is to summarise data from the past decade on CPD models. Method: For this scoping review, we searched PubMed, Web of Science and Scopus databases and conducted a grey literature search for studies/documents describing models of CPD. We limited our search to those written in English and published since 2010. Results: 74 references were included. These were grouped under two main questions: (1) What CPD models are available in various settings globally? (2) What are the perceptions and views of medical practitioners towards these? Under the first question, they were grouped into six categories: (a) Legislation, theoretical framework/learning theories, (b) CME credit systems, revalidation/recertification and maintenance of certification, (c) content delivery (choice of format), (d) quality standards, monitoring and evaluation, (e) funding and (f) country/region CPD models. Conclusions: CPD should be supported by appropriate legislation and policy, be directed at the needs of practitioners, and based on adult learning theory, have a mechanism in place for evaluation and improvement and have sustainable funding.

Toward a better understanding of dentists’ professional learning using complexity theory

Like other health care practices, the increasing complexity in dentistry signals the need for a reconceptualisation of dentist professional learning. Professional dental bodies, at large, still privilege formal continuing professional development (CPD) provisions focusing on off-the-job activities despite growing evidence that much invaluable learning occurs through and at work. In exploring the two common dentist CPD approaches, this article critiques the narrow conceptions of learning inscribed in these frameworks, which are individualistic and acquisition oriented. Drawing on a vignette of dentists’ professional practice at work, this paper argues for a shift in discussion from an emphasis on which CPD models work best to what counts as professional learning for dentists. To flesh out these arguments, the paper proposes using an innovative conceptual approach through the lens of ‘complexity thinking’ and the concept of ‘co-present group’. Through this lens, the reframing of thinking brings out two key features of learning: Emergent learning cannot be specified in advance and much significant learning is typically beyond an individual’s learning. Given the learning potentials of group practice and group learning, the paper concludes with suggestions to support dentists’ lifelong learning at work.

A modified Delphi study to establish consensus on continuing education requirements for pharmacists' relicensing in Saudi Arabia.

Continuing education is a key priority for pharmacy workforce development and the achievement of the nation's health goals. The current study was conducted to evaluate continuing medical education requirements for pharmacists' re-registration in Saudi Arabia. It also aimed at establishing a continuous professional development (CPD) system that fills the gaps in the current continuing medical education (CME) system. A modified Delphi method was utilized. Data extraction and statement development (review of key documents) was initially conducted by benchmarking the current CME requirements for pharmacists' re-registration in Saudi Arabia to continuing professional development models from 3 countries: the UK, Ireland, and Australia. This stage identified the gaps in the current model and was used in developing the data collection tool (11 statements). A 3-round Delphi, with 15 expert panel members, was used to reach consensus and to establish a suggested guideline document for a national CPD model for pharmacists' re-registration in Saudi Arabia. A CPD model for pharmacists' re-registration was developed. Panel members reached consensus on the need to shift the current CME system to a CPD model and individualize CPD plans according to the pharmacists' identified knowledge gaps and areas of practice. They agreed on the incorporation of unplanned activities and non-accredited CPD activities into the new model if they improve pharmacists' practice. They also noted that the current biennial re-registration is appropriate, considering pharmacists' busy work schedules. This study used the modified Delphi technique to develop a suggested CPD model for pharmacists' re-registration in Saudi Arabia. Expert panel members reached consensus on shifting from a CME model to a CPD model, increasing CPD credits to 40 per annum and incorporating unplanned CPD activities, while keeping re-registration to every two years.

Interprofessional continuing professional development programs can foster lifelong learning in healthcare professionals: experiences from the Project ECHO model

BackgroundThe success of continuing professional development (CPD) programs that foster skills in lifelong learning (LLL) has been well established. However, healthcare professionals often report barriers such as access to CPD and cost which limit uptake. Further research is required to assess how accessible CPD programs, such as those delivered virtually, impact orientation to LLL. Project Extension for Community Healthcare Outcomes (Project ECHO®) is a CPD model that has a growing body of evidence demonstrating improvements in knowledge and skills. Central to this model is the use of a virtual platform, varied teaching approaches, the promotion of multi-directional learning and provider support through a community of practice. This study aimed to explore whether participation in a provincial mental health ECHO program had an effect on interprofessional healthcare providers’ orientation to LLL.MethodsUsing a pre-post design, orientation to LLL was measured using the Jefferson Scale of Lifelong Learning. Eligible participants were healthcare professionals enrolled in a cycle of ECHO Ontario Mental Health from 2017 to 2020. Participants were classified as ‘high’ or ‘low’ users using median session attendance as a cut-point.ResultsThe results demonstrate an increase in orientation to LLL following program participation (Pre: 44.64 ± 5.57 vs. Post: 45.94 ± 5.70, t (66) = − 3.023, p < .01, Cohen’s d = 0.37), with high ECHO users demonstrating greater orientation to LLL post-ECHO.ConclusionFindings are discussed in the context of self-determination theory and suggest there may be components of CPD programs that more readily support increased motivation for LLL for interprofessional healthcare professionals.

Utilization of Technology in Continuing Professional Development and Training for Healthcare Providers: Current Trends and the Future Post-COVID-19 Era

Background: The Coronavirus Disease 2019 (COVID-19) pandemic has triggered a global emergency in all social realms, including but not restricted to the economy, health, and education. The health sector requires all healthcare professionals to be well-equipped with the latest advances in knowledge and research through Continuing Professional Development (CPD) and postgraduate training programs such as residencies and fellowships.1 These educational endeavors have been severely affected and potentially compromised since they heavily rely on learning through face-to-face interactive activities.2Methods: This is a narrative review that discusses the utilization of distance learning in CPD and postgraduate training programs, and the potential for a more active utilization in the post- COVID-19 era as one of the effective tools to meet healthcare practitioners’ education, training, and professional development needs. Results: Through this review, we propose a shift towards a more active utilization of online tools for on-site and distance healthcare training and CPD activities, via online platforms that offer video and audio facilities. The advantages of this approach include the flexibility of using such methods, being more convenient, cost-effective, as well as promising continuity even in challenging situations like the current pandemic, aiming at equipping healthcare personnel with the necessary skills and knowledge to ensure safe and effective care for their patients. This is in consideration to several key features for effective distance learning platforms.3Figure 1 is a conceptual framework that summarizes this approach and addresses the problem, solutions, and challenges to overcome. Conclusion: The current traditional educational model of healthcare training, education, and CPD have been challenged in terms of its effectiveness and continuity, especially during complicated situations like the COVID-19 pandemic. Therefore, this model needs to evolve and utilize distance learning solutions in the era post-COVID-19, in order to guarantee its continuity to equip healthcare workers with the needful skills for safe and effective patient care.

Considerations for designing and implementing a surgical peer coaching program: an international survey.

BackgroundSurgical peer coaching has been associated with high rates of practice change but remains largely unutilized. The purpose of this study was to survey surgeons internationally to investigate attitudes regarding peer coaching and to identify any international differences to inform the design of future coaching programs.MethodsPracticing surgeons in general surgery or related subspecialties were eligible to participate. Invitations to complete the survey were distributed through 13 surgical associations, social media, and personal e-mail invitations. Responses were obtained between June 1st and August 31st, 2020.ResultsA total of 521 surveys were collected. The majority of participants practiced in North America (263; 50%) with remaining respondents from Asia (81; 16%), Europe (34;7%), South America (21; 4%), Africa (17; 3%), and Oceania (6; 1%). Duration of practice was equally distributed across 4 intervals (0–5 years; 6–15 years; 16–25 years; > 25 years). Respondents most frequently identified as general surgeons (290; 67%) and 325 (75%) were male. Awareness of peer coaching was reported by 275 (53%) respondents, with 197 (44%) never seeking formal feedback from peers. The majority of respondents (372; 84%) would be willing to participate in a peer coaching program, with monthly interactions the most desirable frequency reported (193; 51%). Coaching in the operating room was preferred by most participants (360; 86%). Few respondents (67; 14%) would accept coaching from someone unknown to them. Participants identified key coaching program elements as: feedback kept private and confidential (267; 63%); opportunity to provide feedback to the coach (247; 59%); personalized goal setting (244; 58%); and the option to choose one’s own coach (205; 49%). The most commonly cited potential barrier to participation was logistical constraints (334; 79%).ConclusionThis international survey of practicing surgeons demonstrated that peer feedback is rarely used in practice, but there is high interest and acceptance of the peer coaching model for continuous professional development. Findings regarding preferred program structure may be useful to inform the design of future peer coaching programs.Supplementary InformationThe online version contains supplementary material available at 10.1007/s00464-021-08760-z.

Implementation of Interdisciplinary Province-Wide Webinar Series During the COVID-19 Pandemic by the Federation of Medical Specialists of Quebec (FMSQ): A Survey Study

Objectives: COVID-19 has forced a transformation in continuing professional development (CPD), shifting to virtual platforms. We report the results of a rapidly-implemented COVID-19 online interdisciplinary CPD webinar series. We aimed to determine if this virtual approach for large-scale CPD was relevant, appreciated, and effective for specialist physicians in Quebec.Methods and Analysis: This was a retrospective descriptive online survey-based study. The weekly virtual educational webinars took place between March 3, 2020 to June 15, 2020, resulting in a total of 26 webinars over 16 weeks. The study included all individuals who attended any of the webinar sessions, namely specialist physicians and department chiefs. Number of participants and overall appreciation of webinar sessions were data points collected.Results: Across all webinars, there were 8,500 unique specialist physicians which comprises 80.7% of the entire specialist practicing population in Quebec. Of note, every medical and surgical specialty was represented by attendance in at least one session. In total, 27,504 evaluation forms were completed out of all the sessions, meaning a 78.4% response rate. In post-webinar surveys, 97.6% of respondents agreed or strongly agreed that the webinars were pertinent to their practice and 94.6% agreed or strongly agreed that the presentation met their continuing professional needs.Conclusions: This novel interdisciplinary COVID-19 webinar series is a successful and appreciated strategy to maintain CPD amidst a global pandemic. One year later, it has become a mainstay in our toolbox and we trust this unique model of large-scale interdisciplinary CPD via webinar sessions is useful in normal times as well as in times of crisis.

Continuing Professional Development (CPD) Model for Vocational High School Teachers in Indonesia

The demand for higher-quality teaching and learning has become an important necessity in recent years. In line with this, several countries are focusing on Continuing Professional Development (CPD) to improve teacher competence as a strategy that can facilitate the acquisition of new types of knowledge and skills. The aim is to meet the contemporary needs of one of the existing education systems. However, the effective CPD model is still a matter of debate. Therefore, this study aims to develop a CPD model for Vocational High School (VHS) teachers. This study uses Research and Development (RD (b) the teacher performance evaluation component; (c) teacher learning component; and (d) the teacher professional portfolio component. The four components can be integrated and can be implemented independently according to the needs of the teacher. This study has implications for several vocational education practitioners in developing the CPD program in vocational high school. This model can be used to reflect teachers, both individually and collectively, to improve teacher competence and performance.

Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

Continuing professional development for pharmacists in three countries with developing health systems

IntroductionThe role of pharmacists in healthcare is undergoing transformation throughout the world. The continuing professional development (CPD) model has motivated pharmacists in developed countries to adopt lifelong learning. This is vital to improve competence and to optimize patient care. This study aimed to explore the existence and understanding of CPD in Ghana, Pakistan, and Trinidad and Tobago, the barriers faced in development of a CPD model, and probable policies needed to build/improve such a model. MethodsAudiotaped qualitative in-depth interviews were conducted, transcribed, and coded with pharmacy stakeholders, including academics, community pharmacists, and regulatory professionals. A thematic analysis of the transcribed data led to the extraction of the main themes. ResultsThe findings showed a process of establishment of CPD for pharmacists in Ghana, whereas in Pakistan, Trinidad, and Tobago there was no CPD model. ConclusionsThese findings indicate the need for a realistic, relevant, and mandatory program of CPD in these countries.