Professional Development Preferences Research Articles

Continuing Professional Development Preferences of Occupational Therapy Providers in Kenya, Rwanda, and Tanzania

Continuing Professional Development Preferences of Occupational Therapy Providers in Kenya, Rwanda, and Tanzania

Generative artificial intelligence and the personalization of health professional education: A narrative review.

This narrative review examined the intersection of generative artificial intelligence (GAI) and the personalization of health professional education (PHE). This review aims to the elucidate the current condition of GAI technologies and their particular uses in the field of PHE. Data were extracted and analyzed from studies focusing on the demographics and professional development preferences of healthcare workers, the competencies required for personalized precision medicine, and the current and potential applications of artificial intelligence (AI) in PHE. The review also addressed the ethical implications of AI implementation in this context. Findings indicated a gender-balanced healthcare workforce with a predisposition toward continuous professional development and digital tool utilization. A need for a comprehensive educational framework was identified to include a spectrum of skills crucial for precision medicine, emphasizing the importance of patient involvement and bioethics. AI was found to enhance educational experiences and research in PHE, with an increasing trend in AI applications, particularly in surgical education since 2018. Ethical challenges associated with AI integration in PHE were highlighted, with an emphasis on the need for ethical design and diverse development teams. Core concepts in AI research were established, with a spotlight on emerging areas such as data science and learning analytics. The application of AI in PHE was recognized for its current benefits and potential for future advancements, with a call for ethical vigilance. GAI holds significant promise for personalizing PHE, with an identified need for ethical frameworks and diverse developer teams to address bias and equity in educational AI applications.

Hungry for more: early childhood educators’ perspectives on STEM education, teaching and professional development

ABSTRACT Increasingly, educational policies and curricula recommend that young children experience STEM learning opportunities within Early Childhood (EC) settings. Despite greater demands placed on EC educators, their opinions on STEM have seldom been sought. This study investigated EC educators’ (1) interest in STEM education (2) opinions about the appropriateness of EC STEM education (3) ratings of their STEM self-efficacy and (4) STEM professional development preferences. An anonymous online questionnaire was distributed in the Republic of Ireland, with 198 complete responses received. The respondents, many of whom were highly qualified and experienced educators, reported being interested in STEM and felt it was important, though notably, some believed only for older children. Two-thirds felt their preservice education, which included mathematics (43%); science (30%); technology (17%); and engineering (10%), had not prepared them to support STEM. Knowledge of STEM policy was also limited. Despite this, high levels of STEM confidence were reported. Challenges reported included a lack of resources, support and guidance, and STEM knowledge. 96% of respondents expressed interest in attending EC STEM professional development and a variety of approaches to learning were identified. Implications for policy and practice are suggested.

How Can I Become the Best Teacher? ELT Instructors’ Professional Development Preferences

It is well acknowledged that one of the most significant things contributing to a successful career in language teaching is ongoing professional development. It is difficult to determine which tool is the most effective for the development of teachers because of the variety of current strategies that are still being debated in terms of their usefulness and practicability as professional development practices. Furthermore, the perspectives that teachers hold regarding professional development practices vary widely. In this work, various strategies for aiding the professional growth of ELT teachers at a foundation university in Istanbul are presented and discussed. Additionally, their preferences for varied practices that enhance teacher development were identified through a survey investigation. The data were collected through a survey questionnaire, and then they were analyzed to demonstrate both the similarities and differences in the approaches to teaching. The findings revealed that the degree to which teachers valued and made use of the activities differed significantly based on several factors, including their gender, age, years of teaching experience, the undergraduate field of study, and level of qualification. The findings could serve as the foundation for a proposal made to educators who are interested in developing their approach to teaching more professionally.

Predictors for Augmentative and Alternative Communication Clinical Service Provision: Closing the Gap.

At the core of the clinical services provided by a speech-language pathologist (SLP) is upholding the human right to communicate. Augmentative and alternative communication (AAC) modalities support communication across environments by offering temporary or permanent solutions. Barriers to AAC service provision include translation of knowledge into clinical practice, which remains problematic despite changes to AAC preservice training addressing the knowledge barrier. This study aims to understand the importance of factors impacting the provision of AAC clinical services. From the survey data of SLPs (N = 530) regarding current AAC service delivery practices, barriers, and professional development preferences in the United States, a hierarchical multiple regression identified the importance between individual and clinical practice variables of knowledge and current use of AAC modalities. A binomial logistic regression predicted the probability of one or more independent variables for barriers to AAC service delivery and learning preferences for AAC-related professional development. The factors impacting SLPs' knowledge and barriers to practice are related to clinical practicum experiences. Engagement in AAC-related continuing education (CE) is the primary contributor to the use of AAC service provision. Predictors for barriers to AAC clinical provision are associated with clinical practicum experiences, the average number of patients seen weekly, and geographic region. Preference for CE topics and frequency depend on the work setting. Hands-on clinical practicum experience addresses opportunity barriers in AAC service provision, contributing explicitly to the value of collaboration in AAC service delivery and highlights the importance of evidence-based professional development content. The findings from this study are reassuring in that clinicians are using AAC and suggest that high-quality professional development is an effective means to address the gap between knowledge generation and translation in the field. https://doi.org/10.23641/asha.23202170.

Preschool teachers’ music-specific professional development preferences: Does teaching experience matter?

The purpose of this study was to investigate Hong Kong preschool teachers’ music-specific professional development (PD) preferences and analyze the potential differences among teachers with varying levels of teaching experience (beginning, experienced, and advanced). A survey was developed to assess four music-specific PD preferences: content, facilitators, types, and activities/resources. We found that respondents ( N = 1,019) preferred PD that was centered on musical creativity and curriculum integration; facilitated by experts in pedagogy and music performance; conducted as short workshops and mentoring sessions; and focused on observation, skill acquisition, and practice. The data also revealed significant differences between beginning, experienced, and advanced teachers and their PD preferences. Beginning teachers showed a higher preference for graduate studies and blended PD. Beginning and experienced teachers were more interested in playing instruments and in learning by observing other teachers. Advanced teachers showed preference for PD focusing on dance and music appreciation. The study shows that teaching experience is a crucial factor for determining preschool teachers’ music-specific PD preferences. Implications include considering teachers’ interests, motivations, and needs while planning and designing PD for preschool teachers. Further research should explore what teachers with different profiles require in specific educational settings.

Factors Associated with Subspecialty Choice of Cardiology Trainees in the North West of England: Forced by Vacancy or have a Clear Plan of Future?

Aim: Limited information exists on perceptions and professional development preferences on how trainees choose their sub-specialty. This study plan was set up to explore trainee cardiologists’ views of sub-specialty choice, with particular emphasis on career choices. Methods: This study was undertaken using questionnaires – “predetermined” through a web-based survey method. All cardiology trainees in the Health Education England North West (HEE NW) based in Merseyside and Manchester were asked to participate. This study had ethics approval from Edge Hill University and HEE research governance group. Results: The survey was sent to 49 trainees in the region and out of them 32 the completed survey. 25% were females, 66% were in their Specialty Training (ST) ST3-ST5 training, 78% had their under-graduate training in the UK, 94% were full time trainees and 69% were in the 30 to 35-year age group. The stimulating career, positive role model, family friendly and stable hours were found to be the key professional developmental factors in sub-specialty choice. Female friendly was less favored. Interference with family life, intellectually stimulating, and compensation and integration were key perception on sub-specialty choice. Adverse job conditions were not perceived as influential in sub-specialty choice. Prior clinical experience and easy access to training were the other factors influencing the trainee’s choice of sub- specialty. The adverse job conditions including exposure to radiation, unplanned on-calls and long operating time were associated with procedural related sub-specialties. The interference with family life, more financial benefit, positive role models, professional challenges and patient focus were associated with interventional Cardiology. Female friendly, family friendly, stable hours, compensation / integration were associated with imaging sub-specialty. Conclusion: Studying in depth into trainees’ perceptions and preferences may help in any efforts to make sub-specialty choice attractive and also help match work force to demand in the region.

Higher Education Liaisons for Students Experiencing Homelessness: Role Preparation and Professional Development Needs

Homelessness among college students is an increasing concern on campuses across the U.S. Homelessness during college is associated with food insecurity, mental health concerns, and academic challenges including dropped classes, low GRE, and delayed degree completion. Homeless education liaisons—a role often filled by financial aid officers—are tasked with assisting students experiencing homelessness as the students navigate systems of support for basic needs while pursuing their degrees. Little is known about the perspectives or experiences of these professionals in terms of their role as a liaison. Our aim was to inform efforts to support these professionals by gaining an understanding of the knowledge and experiences of liaisons and their professional development preferences and needs. Based on survey data collected from 49 liaisons in four states, we identified gaps in understanding of college student homelessness, such as underestimates of the rate of student homelessness. We pinpointed areas of potential professional development including methods to identify and reach all students at risk for or experiencing homelessness and approaches for collaboration with community partners. We found that liaisons welcomed professional development and preferred online training and peer support as approaches to gain knowledge and skills to fulfill their critical roles.

Professional development practices and preferences in Irish Higher Education: insights from a regional survey

ABSTRACT The character of professional development offered to those who teach in higher education is changing. There is a shift towards the adoption of more flexible, work-based, apprenticeship models, where experiential routes are increasingly valued. This paper seeks to understand the factors that impact engagement in academic professional development. A quantitative study reveals that experience, years of service, and discipline have little impact on educators’ professional development preferences, nor on the recognition of individual needs and contextual nuances to ensure optimal engagement in academic professional development. We demonstrate that it is not possible to profile professional development pathways in these ways, thus strengthening the evidence base for a flexible approach to it.

Many physiotherapists lack preparedness to prescribe physical activity and exercise to people with musculoskeletal pain: A multi-national survey

ObjectivesDetermine physiotherapists’ (i) awareness of physical activity, and exercise prescription guidelines; (ii) perceived role, knowledge, confidence, skills and training in prescribing and progressing aerobic exercise and resistance training to people with musculoskeletal pain; (iii) professional development preferences; and (iv) perceived influences of external factors on exercise prescription for people with musculoskeletal pain. DesignMulti-national cross-sectional survey. MethodsAn open online survey was developed specifically for this study. Results1,352 physiotherapists from 56 countries participated. The majority of respondents correctly stated physical activity guidelines for adults (60%) and children (53%), but only 37% correctly stated guidelines for older adults. Eleven percent and 16% could name an accepted guideline for aerobic exercise and resistance training, respectively. Most agreed their role included prescribing aerobic exercise (75%) and resistance training (89%). Fewer reported they had the confidence, training or skills to prescribe aerobic exercise (38–50%) and resistance training (49–70%). Workshops were the most preferred (44%) professional development option. Most respondents believed appointment scheduling and access to equipment and professional development (62–79%) affected their ability to prescribe effective exercise. ConclusionMany physiotherapists lack knowledge and training to provide physical activity advice, and to prescribe aerobic exercise and resistance training to people with musculoskeletal pain.

On becoming an autonomous teaching professional: Mapping staff professional development preferences

On becoming an autonomous teaching professional: Mapping staff professional development preferences

English Teachers’ Personally-Initiated Learning (PIL): Their Professional Development Preferences

This article aims at reporting a result of a small research in Bali about English teachers’ personally-initiated learning (PIL) preferences. The study was done through a small survey involving 156 English teachers and continued with a focus group discussion (FGD). The survey was mainly about English teacher’s PIL preferences, and the aspects which influence their participation. The survey revealed some PIL preferences, namely: web-browsing, reading books, colleagues sharing, reflection from experience and doing research. Following the survey analysis, 2 times of 90 minutes FGD were conducted by involving 15 English teachers. The focus group discussion was conducted to see English teachers’ PIL experiences and opinion regarding the PIL preferences found in the survey. The study found that English teachers’ preferences were influenced by their time, family responsibility, ability, age, effect-relevance and school-culture. Besides that, personal motivation was found to be essential in their professional development participation. Suggestions for school administrators are discussed as it reflects the implication of the findings of the study.

Career Preferences and Perceptions of Cardiology Among US Internal Medicine Trainees

Few data exist on internal medicine trainees' selection of cardiology training, although this is important for meeting future cardiology workforce needs. To discover trainees' professional development preferences and perceptions of cardiology, and their relationship to trainees' career choice. We surveyed trainees to discover their professional development preferences and perceptions of cardiology and the influence of those perceptions and preferences on the trainees' career choices. Participants rated 38 professional development needs and 19 perceptions of cardiology. Data collection took place from February 2009, through January 2010. Data analysis was conducted from May 2017 to December 2017. Multivariable models were used to determine the association of demographics and survey responses with prospective career choice. A total of 4850 trainees were contacted, and 1123 trainees (of whom 625 [55.7%] were men) in 198 residency programs completed surveys (23.1% response; mean [SD] age, 29.4 [3.5] years). Principal component analysis of survey responses resulted in 8-factor and 6-factor models. Professional development preferences in descending order of significance were stable hours, family friendliness, female friendliness, the availability of positive role models, financial benefits, professional challenges, patient focus, and the opportunity to have a stimulating career. The top perceptions of cardiology in descending order of significance were adverse job conditions, interference with family life, and a lack of diversity. Women and future noncardiologists valued work-life balance more highly and had more negative perceptions of cardiology than men or future cardiologists, who emphasized the professional advantages available in cardiology. Professional development factors and cardiology perceptions were strongly associated with a decision to pursue or avoid a career in cardiology in both men and women. Alignment of cardiology culture with trainees' preferences and perceptions may assist efforts to ensure the continued attractiveness of cardiology careers and increase the diversity of the cardiology workforce.

English Lecturers’ Preferences for High Impact Professional Development in Indonesia

Professional development plays an important role in improving both teachers’ and students’ outcomes. With various models and strategies, professional development is expected to have a high impact on teaching learning success. This study focused on English lecturers’ preferences for high impact professional development in Indonesia. With small survey design, the data were collected from 20 English lecturers around Indonesia by using questionnaire and interview. This research reveals that most of English lecturers in Indonesia expressed that they prefer seminar, conference, workshop, training, and action research to others because of their short durations and their high impacts. Then, related to technology, they said that internet helps them very much in preparing better instruction, but not in developing their professionalism. The result of this study would be very useful for government and stakeholder to take any decision related to English lecturers’ professional development.Keywords: Professional Development Preferences, High ImpactÂ

Emerging information standards and technologies: cataloging and metadata professionals’ perspectives

PurposeThis paper aims to report on the survey results relating to the current experience of cataloging and metadata professionals with emerging information standards and technologies, as well as the state of professional training and existing barriers to continuing education (CE) in these emerging areas.Design/methodology/approachThe paper presents a quantitative analysis of the data collected in the online survey, supplemented with a qualitative analysis of some open-ended responses.FindingsThere was a wide interest in leveraging emerging Semantic Web and Linked Data approaches. Training activities on newer information standards and technologies were reported by more than half of the respondents. The survey data suggested the importance of increasing field-wide collaborations and institution- or organization-level support for professional development. Improving the discoverability of relevant CE resources and programs was also considered to be the key, as were affordability and the ability to incorporate ongoing learning into everyday practice.Originality/valueThere are currently no comprehensive studies or benchmarked data on how the existing CE system meets the needs of cataloging and metadata professionals. This study establishes a baseline for an understanding of their ongoing professional development preferences and requirements relating to new information standards and technologies.

A Survey of Multidisciplinary Clinicians Working in Rehabilitation for People with Traumatic Brain Injury

Little is known about clinicians’ experiences in rehabilitation for people with traumatic brain injury (TBI). This survey study aimed to investigate clinicians’ scope of practice, perceived barriers to practice, factors influencing confidence levels and professional development preferences. Participants included 305 clinicians (88% female, 97% aged 20–60 years) from psychology (28%), occupational therapy (27%), speech pathology (15%), physiotherapy (11%), social work (6%), rehabilitation medicine (3%) and nursing (3%) disciplines. Survey results indicated that goal setting, client or family education, and assessment for rehabilitation, were the most common activities across all disciplines (>90%). Client-related barriers, family-related barriers and client–therapist relationship barriers were more frequently selected than workplace context and professional skill barriers (p <.05). Clinicians working with clients with mild TBI reported significantly fewer barriers (p< .05); yet, they were less confident in overcoming barriers than clinicians working with clients with more severe TBI (p< .001). Clinicians with fewer years of experience (<2 years) reported significantly lower confidence in overcoming barriers than clinicians with 2–10 years and >10 years of experience (p< .01). The most commonly selected professional development areas included new interventions and therapies, translating rehabilitation research into everyday practice and client specific topics. These findings provide a unique multidisciplinary perspective on clinicians working in TBI rehabilitation in Australia. Understanding of the perceived barriers to practice and professional development needs may guide training and support initiatives for clinicians which, in turn, may enhance the quality of brain injury rehabilitation.

Literacy-related professional development preferences of secondary teachers

Literacy-related professional development preferences of secondary teachers

Puberty, health and sexual education in Australian regional primary schools: Year 5 and 6 teacher perceptions

The research reported in this paper investigates why teachers in regional primary schools in the Ballarat region of Victoria, Australia, are choosing to outsource the teaching of sexuality education. A survey was conducted of 29 Year 5 and Year 6 teachers from local primary schools. The teachers provided information about: their confidence in delivering sexuality-related topics; their perceptions of the relevance of given sexuality topics to their students; the teachers' own professional development preferences; and what they saw as their personal limitations in teaching sexuality education. Teachers tended to report low confidence in teaching topics that are considered ‘sensitive’, such as menstruation, wet dreams and sexual intercourse. Furthermore, they indicated a need for professional development in teaching sexuality education. The greatest hurdle identified lies in identifying how to motivate, engage and support teachers to take a professional interest in teaching sexuality education.

Profiling the College of Educational and Developmental Psychologists: An Examination of Demographics, Professional Practice, Attitudes and Professional Development Preferences

AbstractAt the request of the National Executive of the APS College of Educational and Developmental Psychologists (CEDP), a survey was carried out with the aim of profiling its membership in order to better describe the nature of college membership when information is sought from its parent body, the APS, and to provide better services for its members. Of the 327 CEDP members contacted by email, 119 completed an online questionnaire providing demographic information and data concerning their professional practice, skills, involvement with the APS and professional development needs and preferences. The data obtained indicates that the CEDP contains an aging, predominantly female, city-based membership. Respondents consider they share many skills and competencies with other psychologists but do have a specialised knowledge base. They collaborate with colleagues from other Colleges but would welcome the opportunity to do this more. While they value the work of the APS they would like increased support by the APS in raising the profile of educational and developmental psychology. While the majority of members could find and access professional development (PD) relevant to their practice, a sizeable minority considered the costs involved excessive. The implications of these data for CEDP policies, especially with regard to recruitment and service provision, are discussed.

Findings from Five Out-of-School Time Focus Groups: Professional Development Preferences, Experiences and Recommendations for Future Planning

Evaluating professional development can assist with designing better programs in the future, yet survey instruments may not always capture the nuances of participant’s experiences. Therefore, in order to develop better survey instruments, the Out-of-School Time Resource Center conducted a series of five focus groups. Questions pertained to participants’ job-related needs, preferred types of professional development, characteristics of both “good” and “bad” workshops, reasons why new information is not utilized, and recommendations for policymakers/funders. Findings from the focus groups have been used to revise OSTRC pilot surveys, which will be standardized and published as an Evaluation Toolkit that can be used to design and evaluate OST conferences.