Professional Development Phase Research Articles

Get ready for your PDP journey

To help in your transition from veterinary student to veterinary practitioner, Linda Prescott-Clements, RCVS Director of Education, explains the support you can expect through the Professional Development Phase.

“I felt a sense of belonging somewhere”. Supporting graduates' job transitions with WhatsApp groups

BackgroundNurse graduates' transition into the world of work is a very challenging phase of professional development. This research examined the affordances of using moderated WhatsApp groups to support nurse graduates in this phase. Approach and methodsStudy participants, newly graduated nurses (n = 72) from South Africa, were assigned to two WhatsApp groups. The groups were facilitated by moderators during the 12-week intervention. The intervention was based on a curriculum that incorporated topics related to professional immersion that emerged from a priori needs assessment. Twelve individual interviews were carried out and analysed together with the written conversations from the WhatsApp chats using content analysis as part of an interpretive paradigm. ResultsThree central affordances emerged in the analysis: (1) Instructional: joint learning and cooperative problem solving in-situ; (2) Social: co-constructing proximity and providing motivational and socio-emotional support; (3) Professional: scaffolding job immersion in becoming and being a nurse. Through re-connecting relatable social ties (former students) and tapping into a medium that afforded intimacy, immediacy and high levels of ownership, the intervention offered spatially, socio-culturally and often emotionally ‘dislocated’ graduates a provisional space to belong to. ConclusionsThe feasibility and dynamics of supporting graduates in marginalised and remote areas with a facilitated, peer-mediated and WhatsApp-based transition support group are shown; practical recommendations and challenges are discussed.

THE ROLE OF INDUCTION PROGRAM IN NEWLY RECRUITED TEACHERS’ ADAPTATION TO A NEW TEACHING ENVIRONMENT: A CASE FROM ANADOLU UNIVERSITY

Induction for newly recruited teachers is considered an important phase of professional development of in-service teachers. Carefully planned and implemented induction can act as a bridge between pre-service and in-service teacher education and foster the effective identity formation of newly recruited teachers. This descriptive study explores the effectiveness of an induction program designed for newly recruited teachers. The data for the study comes from semi-structured interviews with the participants, exploring different components of induction and how useful these components were perceived by the participants. The participants were generally content with all components of the induction and expressed positive views regarding the induction.

A Familiar Friend: The Impacts of the Master’s Thesis Over Four Formative Career Phases

ABSTRACTOver the course of my career, I have experienced the thesis in different ways. This reflection paper will relay my encounters with what I am calling “thesis-objects” (to borrow a concept from object relations). I encountered the thesis-objects at different phases of my professional development: when I was a student, a supervisor for Smith MSW students, a PhD applicant, and chair of the Alumni Thesis Award Committee. My relationship with each thesis-object has refined me and granted me new perspective and personal growth. When I was a student, the thesis was a coach helping me develop tools to answer important questions. When I was a supervisor, the thesis was a bridge-builder, strengthening my relationships with supervisees. Then, when I was a PhD applicant, the thesis was a door-opener, providing me means to access PhD opportunities. Now that I am a chair, the thesis is a teacher opening my eyes to new intellectual terrain and pressing social problems.

Nursing Students' Perceptions of the Transition to Shift Work: A Total Worker Health Perspective.

Nursing students make an abrupt transition from traditional classes to clinical rotations and shift work. Little is known about students' sleep, sleep disturbances, and safe practice behaviors during this critical phase of professional development. The purpose of this study was to identify nursing students' perceptions of problems and potential solutions related to shift work and long work hours. This qualitative, descriptive study used two nursing student focus groups which engaged in a two-round participatory process aimed at framing future interventions. Participants identified problems and solutions related to personal and workplace well-being. Findings will inform undergraduate curricular revisions, and hospital hiring and managerial practices.

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Role models and professional development in dentistry: animportant resource: The views of early career stage dentists at one academic health science centre in England.

The importance of role models, and their differing influence in early, mid- and late careers, has been identified in the process of professional development of medical doctors. There is a paucity of evidence within dentistry on role models and their attributes. To explore the views of early career dentists on positive and negative role models across key phases of professional development, together with role models' attributes and perceived influence. This is a phenomenological study collecting qualitative data through semi-structured interviews based on a topic guide. Dentists in junior (core training) hospital posts in one academic health science centre were all invited to participate. Interviews were recorded, transcribed verbatim and analysed using framework analysis. Twelve early career stage dentists, 10 of whom were female, reported having role models, mainly positive, in their undergraduate and early career phases. Participants defined role models' attributes in relation to three distinct domains: clinical attributes, personal qualities and teaching skills. Positive role models were described as "prioritising the patient's best interests", "delivering learner-centred teaching and training" and "exhibiting a positive personality", whilst negative role models demonstrated the converse. Early career dentists reported having largely positive dentist role models during- and post-dental school and report their impact on professional values and aspirations, learning outcomes and career choice. The findings suggest that these early career dentists in junior hospital posts have largely experienced and benefitted from positive role models, notably dentists, perceived as playing an important and creative influence promoting professionalism and shaping the career choices of early career stage dentists.

Good news for new graduates – and their employers

Abstract This summer, BSAVA launched an online resource intended to help new graduates in their first job as they work their way through their Professional Development Phase.

Assessment Methods -Integrated with teaching learning and skill development process in medicine

Medical education, the art and science behind medical learning and teaching, has progressed remarkably. Assessment is entering every phase of professional development. A wide range of assessment methods currently available include essay questions, patient management problems, modified essay questions (MEQs) checklists, OSCE, student projects, Constructed Response Questions (CRQs), MCQs, Critical reading papers, rating scales, extended matching items, tutor reports, portfolios, short case assessment and long case assessment, log book, trainer's report, audit, simulated patient surgeries, video assessment, simulators, self assessment, peer assessment and standardized patients. Assessment has a powerful positive steering effect on learning and the curriculum. Assessment is purpose driven. Mastery testing (criterion-reflected tests) requires that 100% of the items are measured correctly to determine whether students have attained a mastery level of achievements. Self assessment (self regulation) is a vital aspect of the lifelong performance of physicians. Self assessment approaches include: written exams (MCQs, True/False, Essay, MEQs, modified CRQs), performance exams (checklists, global rating, student logbook, portfolio, video, etc). Long Essay Questions can be used for assessment of complex learning situations that can not be assessed by other means (writing skills, ability to present arguments succinctly). The questions can incorporate clinical scenarios.

Maturational effect on Functional Movement Screen™ score in adolescent soccer players.

The effect of maturity on Functional Movement Screen (FMS) scores in elite, adolescent soccer players was examined. A cross-sectional observational study was completed. Participants were 1163 male English Football League soccer players (age 8-18 years). Players were mid-foundation phase (MF) (U9); late foundation phase (LF) (U10 and U11); early youth development phase (EYD) (U12 and U13); mid-youth development (MYD) phase (U14-U15); Late Youth Development Phase (LYD) (U16) and early professional development phase (EPD) (U18). Age from peak height velocity was estimated and players were categorized as pre- or post-peak height velocity (PHV). To analyse where differences in FMStotal score existed we separated the screen into FMSmove (3 movement tests); FMSflex (2 mobility tests) and FMSstab (2 stability tests). FMStotal median score ranged from 11 at MF to 14 for EPD. There was a substantial increase (10%) in those able to achieve a score of ≥14 on FMStotal in those who were post-PHV compared to pre-PHV. This was explained by a substantial increase in those achieving a score of ≥4 on FMSstab (21%). There was a substantial increase in the proportion of players who achieved the FMStotal threshold of ≥14 with an increase of 47.5 (41.4-53.6)% from the MF phase to the EPD phase due to improvements in FMSmove and FMSstab. PHV and maturity have substantial effects on FMS performance. FMS assessment appears to be invalid for very young players. Findings are relevant to those analyzing movement in soccer players.

Psychotherapists Growing Older: A Study of Senior Practitioners.

A sample of 1,102 psychotherapists aged 60 years and older was selected from the multinational database of the Society for Psychotherapy Research Collaborative Research Network. These older therapists were first described in terms of gender, generation, years in practice, civil status, professional background, and theoretical orientation. To compare them on practice-related characteristics with cohorts of younger therapists, the following age-based taxonomy was developed: young adult (21 < 30); prime adult (30 < 45); mature adult (45 < 60); senior adult (60 to 90). Senior adults were further differentiated into young old (60 to 66), mid old (67 to 74), and long old (75 to 90). Comparisons between therapist age groups were made regarding practice setting, quality of therapeutic involvement, current use of supervision and personal therapy, currently experienced professional growth, personal life quality, and perceived aspects of self in close personal relationships. Given a series of positive results favoring senior adults as a group, and even long old compared to young old, it is suggested that these hardy "surviving" therapists typically have succeeded in mastering the developmental tasks of previous phases of professional development.

Reflections: An approach to comprehensive learning in medical education

Reflection, an approach to learn from personal experience, inculcates the habit of taking responsibility for one’s actions and decisions. In medical education, reflection is evolving as an essential component to cultivate the habit of self-regulated and lifelong learning. Different modalities can be adapted for reflection; however, discussing experiences and the reflective thoughts that accompany them is the key to bring an internal process and external information together. Reflective activity usually occurs after an action; hence, the strategy adopted should specifically focus on the reflection-on-action. It is equally important for the teacher to model reflection and to decipher what are the goals of the reflective activity. Feedback about reflection is essential to promote learning. It is important not just to provide feedback on the content of the reflection but also on the student’s reflective skill. A well-thought incorporation of simple reflective techniques should be considered in all phases of medical curriculum, and the learner should be in position to appreciate its benefits so that it becomes a voluntary effort in all the phases of professional development.

No vet is ‘just a general practitioner’

quality continuing professional development (CPD) being offered to veterinary GPs, should we just accept this training and move on, or use it to stimulate our own interest in contributing to the profession? First-opinion practice has altered rapidly over the last 20–30 years; practices were often the epitome of one-stop shops and referral was less common, and the senior partners in practice were the tutors for their assistants. Where the British Veterinary Association and British Small Animal Veterinary Association (BSAVA) congresses were the only regular large meetings, there are now many regional congresses. CPD was to a large extent left to a vet’s conscience, but we are moving towards a much more formal requirement; the Professional Development Phase for new graduates is one such initiative. While the nominal CPD requirement of 105 hours over three years is not yet strictly compulsory, there are movements toward such an obligation. Already, we must demonstrate our commitment to CPD for our practices to achieve a pass in the Practice Standards Scheme, or, if we wish to further our careers, by taking a certificate. There is a positive view of the current situation for vets in general practice. The encouragement to undertake further qualifications, whether following the Cert AVP route, the BSAVA’s PgCert qualification, or the accreditation offered via other CPD providers ensures that we continue the habit of learning, and expand our skill sets. GP vets are now encouraged to publish more case histories in established journals. Companion animal is always happy to consider submissions from our readers; there is a good chance of acceptance, and even if unsuccessful, the peer review process will help potential contributors to ensure the quality of their work. Research in practice is also encouraged. GPs have access to field data that researchers in academic institutions yearn to achieve. This is recognised by initiatives such as VetCompass led by the Royal Veterinary College, which makes use of the data we collect on practice management systems by standardising the recording of diagnoses and so allowing epidemiological studies. Clinical governance and evidence-based medicine are phrases currently in vogue. These concepts rely on analysis of data generated in the practice environment, and on reflection on, and consideration of, that data. A surprising amount of advice that we are expected to provide on common conditions or situations will vary wildly from practice to practice. As modern vets it is our responsibility to be questioning and to want evidence where we can find it. We can, and should, be part of that evidence-gathering process. Vets in first-opinion practice have the opportunity to contribute to furthering our knowledge by conducting research or by auditing diagnoses and treatments, and, using consistent recording, making essential data available to researchers. No vet should consider themselves ‘just a GP’. CA No vet is ‘just a general practitioner’

Helping veterinary graduates navigate the PDP

Agnes Winter is one of four postgraduate deans who support recent veterinary graduates during their professional development phase (PDP). Here, she describes the difference that the PDP has made to the working life of recent graduates, some of the difficulties they encounter and how she can help

New graduate's diary

Jennifer Hall makes a start on her professional development phase (PDP) record and finds that some skills are dependent on the cases that are presented.

PDP Hit or miss?

Three years into the Professional Development Phase initiative the RCVS appears to be winning the battle to persuade new graduates of the need to record details of their postgraduate training. John Bonner has been talking to some of them.

PDP three years on

The professional development phase (PDP) was introduced three years ago to help support veterinary graduates as they begin their careers in clinical practice. Julian Wells, one of the scheme's postgraduate deans, assesses progress so far

PDP: the story so far

THE Professional Development Phase (PDP) was conceived by the RCVS Education Strategy Steering Group, which began work in 2000 and piloted the first PDP logbook in 2002/03. Refinement over succeeding...

The professional development phase

The professional development phase

Educational technology professional development phase of the student university oil and gas industry

Educational technology professional development phase of the student university oil and gas industry