Professional Development Unit Research Articles

Student-perceived impact of types of co-curricular activities in a Doctor of Pharmacy programme

Background: Co-curricular (CoC) activity tracking and assessment are required by the Accreditation Council for Pharmacy Education (ACPE) 2016 Standards. The purpose of this manuscript is to evaluate the student-perceived impact of the type of CoC activity chosen. Methods: First-year (P1) through third-year (P3) students in a 4-year Doctor of Pharmacy programme were required to complete two Professional Development Unit (PDUs) activities each semester and two Self-Selected Activities (SSAs) longitudinally through each academic year. PDUs include passive attendance at practitioner presentations, whereas SSAs require more active engagement, such as membership in professional organisations. Students completed surveys for each CoC activity. Survey responses for spring 2020, fall 2020, and spring 2021 were collected through ExamSoft and analysed with PowerBI (2021) and IntellectusStatisticsTM (2019). Results: Students reported positive perceptions for both PDUs and SSAs in the areas of being “different from prior experiences”, “complimenting the curriculum”, “increased my understanding of the profession”, and being of “high quality”. Professional organisation activities were the most commonly selected SSA. Those activities with lower perceived benefit were less clearly aligned with the professional role of a pharmacist, such as intramural sports. Conclusion: Overall, most CoC activities that closely aligned with the profession of pharmacy were perceived to complement the curriculum and enhance students’ understanding of the field. Students reported perceived value in both active and passive CoC activities.

Identifying Professional Development Practices and Needs of The English Language Teachers Teaching at Anatolian High Schools in The County of Antakya, Turkey

Teacher professional development is to be continuous to ensure its sustainability, indicating the need for unceasing scaffolding provided to the teacher for their professional learning staring with the pre-service teacher education program and going on till their retirement. In-service teacher professional development programs/activities could lead to anticipated outcomes, improved teaching and learning performance, providing they are structured around the real professional development needs of the teacher rather than the ones determined by professional development units of ministries of education or school administration. That is to say, bottom-up professional development activities are more likely to generate desired impacts than top-down ones. In light of this premise, this explanatory sequential mixed methods study aims to identify the professional development needs of in-service English teachers teaching at Anatolian High Schools in the county of Antakya, Turkey. In addition, this study reports on the English teachers’ professional development practices. With these purposes in mind, a web survey was distributed to the teachers and the data it yielded were analysed running descriptive statistics. To gain deeper insights into the teachers’ professional development practices and needs, a semi-structured telephone interview was conducted and the data provided by it was subjected to inductive content analysis. The findings demonstrated that the teachers had been taking a number of steps for their professional development and were mostly in need of taking part in professional development activities that aimed at improving their skills of teaching and assessing speaking. Additionally, the findings pointed to the high value the teachers attached to bottom-up professional development activities.

"Just-in-Time" COVID-19 Education: The Story of a Nursing Professional Development Unit.

The pandemic jolted our healthcare professionals like none other in modern history. Though it was a crisis of unparalleled proportion, it brought out the best in the nursing professional development unit of a minority nurses association. In this article, the authors describe the journey of a professional development unit that empowered nurses with "just-in-time" education for knowledge and competence to manage the pandemic.

A pedagogy of fluvial geomorphology: Incorporating scaffolding and active learning into tertiary education courses

AbstractThis commentary focusses on the pedagogy of a fluvial geomorphologist. It outlines some education psychology and pedagogy theories that can be used to inform the design and delivery of a third year undergraduate fluvial geomorphology and river management course and two professional development units for industry. A worked example is used to demonstrate how scaffolded learning (including Piaget's stages of cognitive development and Vygotsky's zone of proximal development theory), and active learning techniques can be integrated and applied in practice. The author then provides some personal reflections and recommendations that others (both geomorphologists and non‐geomorphologists) may find useful in developing their own pedagogy in tertiary education, irrespective of career stage.

Pedagogical documentation for a more inclusive early childhood education

ABSTRACT The present study intends to understand how pedagogical documentation contributes to consolidating more inclusive practices in early childhood education. It addresses education of children with disabilities and relates the ideal of education for all to participatory pedagogies. EMEI [Municipal Early Childhood Education School] Luciana Azevedo Pompermayer – São Paulo/Brazil is presented as a professional development unit and is based on research results regarding the construction of participation at three levels: (i) internal to the school context – children and adults in learning experiences; (ii) intermediary – families and the local community; and (iii) external to the school context – sharing good practices. The exploratory and case study method were defined as complementary qualitative research procedures (Yin [2001]. Estudos de Caso: planejamento e métodos. Porto Alegre: Bookman; Stake [1995]. The Art of Case Study Research. Thousand Oaks, CA: Sage; Bogdan and Biklen [1994]. Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Portugal: Porto Editora; Denzin and Lincoln [2005]. The Sage Handbook of Qualitative Research. Thousand Oaks, CA: Sage). This text focuses on reflections about the communication possibilities of school work and its effects for social transformation.

Improving the system continuous professional development of the health workers

Abstract Issue In modern conditions of the labor market, there is a need to implement an effective system of continuous professional development (CPD) of health workers (HWs) in accordance with existing and emerging health care needs. The system of CPD of HWs should be aimed at maintaining and improving the competencies (knowledge, skills, abilities) of each individual specialist, important to meet the changing needs of patients and the health system. Description of the Problem The lack of effectiveness of the CPD system of HWs in the Kazakhstan is due to the lack of accounting for many types of training activities in the system for confirming the qualifications of HWs (with certification of HWs every 5 years). So at present, when confirming a certificate, only formal additional education courses are taken into account, however, they do not correspond to the qualification level of a HW. Such types of activities in the CPD are not taken into account: non-formal education (fellowships, master classes, online trainings, etc.), activities that are aimed at developing and maintaining professional competencies such as mentoring young specialists, publication articles, participation in conferences, etc. Changes: We have developed a new system for the CPD of HWs, harmonized with the procedure for regularly confirming the certificate of a HW (physician, nurse, pharmaceutical worker, specialist of the sanitary and epidemiological service), which gives access to professional work. The new CPD system is based on the credit accumulation mechanism in which Professional Development Units are assigned for each type of activity of formal and non-formal additional education and other types of activity aimed at professional development (mentoring, articles, conferences, expert activities, etc.). Lessons The introduction of a new CPD system allows for the effective maintenance and improvement of the qualifications of health workers. Key messages The lack of effectiveness of the CPD system of HWs is a serious barrier to maintaining the HWs qualifications at a sufficient level. The introduction of credit accumulation mechanisms for recording achievements in non-formal and non-formal additional education has enabled the formation of an effective system for the CPD of HWs.

INVESTING IN HUMAN CAPITAL AS THE LEVEL OF ACTIVITING INNOVATIVE DEVELOPMENT

The aim of the article is to reveal the features of investing in human capital at the enterprise level as the main lever for enhancing the country's innovative development. The article substantiates the expediency of increasing the intensity of investing in human capital and proves the need to enhance innovative development. The international aspects and Ukrainian legislative initiatives to enhance innovation due to the accumulation of human capital are considered. The analysis of Ukraine's rating by the Global Competitiveness Index during 2010-2019 is carried out. The tendencies of changes in the sub-indices of human development - “health” and “skills”, the sub-index “innovative capability” are analyzed. The main sources of investing in human capital are identified and analyzed: investing at the expense of the state budget in the accumulation of human capital, investing by business entities in the development of personnel and investing by the individual and members of her family in their own professional and personal development. Concrete examples of the best practices of investing in human capital by creating separate professional development units by the largest employers in Ukraine are given. Two main economically feasible options for increasing the professional competence of employees of small and medium enterprises in Ukraine are analyzed: the use of various forms of internal mentoring and coaching; training and retraining of workers in specialized educational institutions on a paid basis. Management approaches are specified that can be implemented if there is a limitation of financial resources and the ability of an enterprise to invest in human capital. The first approach is related to the activation of the processes of investing in human capital, the second one is to freeze all programs of professional development of employees for an indefinite period. It is proved that the rationale for the appropriateness of the approach should be based on the application of an effective system of indicators and criteria for assessing the socio-economic efficiency of each of the planned investment measures.

Advancing Academic Continuing Medical Education/Continuing Professional Development: Adapting a Classical Framework to Address Contemporary Challenges.

Lifelong learning is essential for the practicing physician, yet continuing medical education (CME) and continuing professional development (CPD) units at academic medical centers (AMCs) have been historically underappreciated and under-resourced. Their integration into AMC leadership structures continues to vary widely among institutions. Without necessary resources and leadership alignment, many units are less able to focus on advancing CME/CPD to offer and study innovative educational opportunities that may enhance learner and patient outcomes. Using benchmarking data and recommendations from national leaders in the field, a CPD Hierarchy of Needs was created to frame the strategic development of CME/CPD units. This five-level hierarchy includes priorities such as (1) securing investment, (2) building infrastructure, (3) integrating into AMC leadership structures, (4) promoting data-driven interventions, and (5) advancing educational innovation. Recommendations to use the CME/CPD Hierarchy of Needs are described to convey the significance of CME/CPD units to AMCs and to the lifelong learning of practicing physicians.

The Effect of the Shift in Professional Development Models on a Saudi Arabian University Context

This article discusses the shift in professional development models from inspectional to collegial systems and the effect of this trend in a Saudi Arabian university context. Members of the professional development unit responsible for the supervision of over 200 teachers in a Saudi Arabian university were interviewed. After qualitative analysis, three themes emerged: (1) Teacher Resistance (2) Willingness to listen to teachers (3) Standardization. The themes are discussed with the focus on how they help us determine which models of supervision influence the participant supervisors the most.

Change for the better?

Jackie Stephen-Haynes, Professor in Tissue Viability, Professional Development Unit, Birmingham City University and Consultant Nurse, Worcestershire Health and Care NHS Trust.

Exploring the Nature of Continuing Professional Development (CPD) Programs in a Language Institute

<p>When it is an undeniable reality that learning is at the centre of teaching profession, we assume that the continuing professional development would be a priority for all teachers. EFL teachers like the teachers of other subjects update their skills and knowledge base in order to keep abreast of the new developments and challenges in the field of English language teaching. The present study seeks to explore how EFL teachers in an English language institute at a Saudi Arabian university perceive the effectiveness of Continuing Professional Development in their context as well as the ways in which different modes of CPD can promote and enhance the teachers' learning. This study was conducted at an English language institute of a Saudi university. The study adopted a quantitative approach using online questionnaire. The quantitative data was collected from 50 EFL teachers who were qualified and experienced in the field of TESOL. The findings from the study showed that the teachers viewed external CPD such as courses, seminars, workshops and conferences, and self-directed endeavors like informal discussions, reading professional literature, and self-reflection more beneficial to their development than the internal CPD like classroom observations and other in-house training sessions. This paper concludes that the institution should improve its internal professional development scheme by expanding the professional development unit's role, enhancing the quality of its mentoring program, and establishing communities of practice wherein teachers engage in highly professional practices.</p>

Information Technology Graduate Employability Enhancement Model: Case Study in the Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia

Malaysia Higher Education Institutes (HEI) have continuously designed strategies to ensure the employability of the Malaysian universities graduates, particularly in the field of Information Technology (IT). For example, Faculty of Information Science and Technology (FTSM) Universiti Kebangsaan Malaysia (UKM) has established the Industry and Professional Development Unit (IPDU) under the FTSM Industry and Community Partnerships (HEJIM) as an initiative to improve the employability and quality of its graduates. To realise the strategy, a study through Action Research approach has been carried out to develop a Graduate Employability enhanceMent (GEM) Model. The model forms a plan to produce knowledgeable, competent and industry-ready FTSM graduates. GEM Model includes GEM programme track to improve the undergraduate study system based on the motto “GEM programme nurtures nations great IT Professionals”. GEM programme provides a platform for industry and services to channel their latest technology and best professional practices. GEM Model is validated through the implementation FTSM Summer School in collaboration with International Business Machine (IBM). The analysis findings showed that majority of the participants have successfully secured IT professional jobs within two months of completing the programme. The implementation of GEM program has also added value to two FTSM undergraduate courses through the latest technologies module content, hence validates that GEM Model enhances the employability of IT graduates, particularly in FTSM .

Impact of a Cross-Institutional Assessment Designed to Shape Future IT Professionals

IT graduates need a suite of technical competencies and soft skills married with an understanding of the social and business contexts of the systems that they build. To instill in students an awareness of current IT industry practice coupled with the broader impact of their discipline in society, academics from Victoria University and Federation University initiated an across-institutional collaboration. The initiative resulted in a common formative assessment task undertaken by teams of students enrolled in each institution’s professional development units. An initial survey of students was undertaken prior to the assessment task. The survey queried students’ perceptions of a broad range of professional attitudes and skill sets needed by IT professionals when compared to non-skilled workers. Upon the completion of the assessment task, students were surveyed again as to their perceptions of the importance of personal skills, technical competencies, professional and team working skills, workplace knowledge, and cultural awareness for their future professional lives. Comparisons of both surveys’ results revealed that the cohort had a greater appreciation of technical abilities and team-working skills post the assessment task.

Promoting secondary teachers’ diagnostic competence with respect to functions: development of a scalable unit in Continuous Professional Development

Diagnosing student achievement in a formative way is a crucial skill for planning and carrying out effective mathematics lessons. This study takes a subject-specific view and aims at investigating diagnostic competence in the field of mathematical functions at secondary level and how to improve it. Following three evidence-based design principles, a Continuous Professional Development (CPD) unit has been designed for a statewide official in-service teacher program of the Ministry for Education in Baden-Wurttemberg, Germany. The workshops of this CPD unit are presented in this paper and were investigated in a first pilot study (N = 26). To this end, we qualitatively analyzed the participants’ diagnostic competence before and after the training. We can report different diagnostic profiles of teachers that contain increased application of pedagogical content knowledge through the training in the field of functions. A number of teachers carried out increasingly profound diagnostic judgments after the training and shifted from a corrective to a descriptive or analytical view on student achievement. We furthermore report on steps to implement the unit on a statewide scale as part of a facilitators’ training and adjustments of the training’s content and methods based on our results of the pilot study.

Current Continuing Professional Education Practice among Malaysian Nurses

Nurses need to participate in CPE to update their knowledge and increase their competencies. This research was carried out to explore their current practice and the future general needs for CPE. This cross-sectional descriptive study involved registered nurses from government hospitals and health clinics from Peninsular Malaysia. Multistage cluster sampling was used to recruit 1000 nurses from four states of Malaysia. Self-explanatory questionnaires were used to collect the data, which were analyzed using SPSS version 16. Seven hundred and ninety-two nurses participated in this survey. Only 80% (562) of the nurses had engaged in CPE activities during the past 12 months. All attendance for the various activities was below 50%. Workshops were the most popular CPE activity (345, 43.6%) and tertiary education was the most unpopular activity (10, 1.3%). The respondents did perceive the importance of future CPE activities for career development. Mandatory continuing professional education (MCPE) is a key measure to ensure that nurses upgrade their knowledge and skills; however, it is recommended that policy makers and nurse leaders in the continuing professional development unit of health service facilities plan CPE activities to meet registered nurses' (RNs) needs and not simply organizational requirements.

Professional Support, London: the professional development unit supporting practitioner well-being, refreshment, remediation and revalidation.

London' s Professional Support Unit (PSU) was launched in April 2012 at a time when changes and financial pressures across the health service were placing considerable demand on the medical and dental workforce. At the same time the infrastructure to support medical revalidation was established. The PSU provides developmental support to clinicians across London in all career grades and specialities, to sustain and restore them to contribute effectively to health service delivery across the capital. The costs of medical training are high. Maintaining doctors at work has to be cost effective. Clinicians in multicultural London require diverse resources, as increasing numbers have trained abroad.The PSU offers a holistic, tailor-made approach to professional and personal development with a range of resources and approaches. It provides proven high quality educational interventions, creating a linked and integrated service, providing clinicians with new opportunities. Access is by self-referral with resources targeted at those going through transitions in their professional lives, as well as those who have specific developmental needs.A collaborative approach across the PSU and its education and governance communities ensured the provision of personal support to over 1300 clinicians in its first year, together with interdisciplinary group learning opportunities. Online materials were created to assist individuals, workplace groups and a broad network of support and expertise. To maximise the effectiveness of the service, learning events were also held for those working within the PSU.In commending the PSU and its positive impact, the General Medical Council has recommended the model be shared nationally. At the same time the London's three Local Education Training Boards have recommended that the PSU expand to encompass a more diverse range of professional groups. Our challenge is how to extend such flexible, responsive and values-based support across the workforce, given stringent financial pressures.

Continuing Education for Professional Development at UTMSPACE-Experience, Development and Trends

As Malaysia is rapidly transforming into a knowledge-based nation, our society has realized the importance of lifelong learning. Thus, continuing education development is needed to accommodate its increasing demand for skilled personnel. To achieve this, UTMSPACE of Universiti Teknologi Malaysia (UTM) incepted in 1994, has expanded its professional programmes through the establishment of Professional Development Unit (UPP) in 2004. Among UPP's major functions include event management, and educate individuals with knowledge, skills, and ability in dealing with the challenges of current technology. This paper highlights the learning experience and challenges faced by UPP in managing UTMSPACE's professional development and training programmes. In particular, the strategic and synergize efforts taken both by UTMSPACE and UTM towards gaining prestigious brand in continuing education in Malaysia.

“We know no such profession as a university teacher”

PurposeThe historical study aims to trace moves towards professionalising university teaching in the era of post‐war expansion in higher education using the University of Auckland, New Zealand, as the specific case study.Design/methodology/approachThe historical analysis draws from published papers and original documents chronicling the state of teaching abilities in New Zealand in the late 1950s and 1960s and also draws from the University of Auckland's own archives.FindingsUniversity teaching by the early 1970s was no longer a private matter. Facing greater accountability from the New Zealand government and university students over the quality of teaching, New Zealand universities responded by creating professional development units to enhance the teaching capabilities of their academic staff.Originality/valueThis case study adds to the emerging histories of higher education academic and staff development units in Australasia and the United Kingdom. It demonstrates the growing realisation amongst academics, students and policy makers in the 1960s that lecturers could not be entirely left to their own devices given the potential harm poor teaching could have on student performance.

Resourcing the food crisis: geographies of food

ABSTRACTEating is an everyday act which connects individuals with agricultural workers, commercial concerns, multinationals, weather patterns, financial markets, transport networks and world trade. It also reflects local cultural geography and changing social trends. Food insecurity threatens these connections, regardless of geographical location.As an aspect of ‘living geography’, the geographies of food production and consumption allow for enquiries into the connections between young people and the wider world, and exemplify the concept of interdependence. There are also links with the growing trend for convenience and the importance of decisions made by consumers.This article outlines the creative process which was undertaken by the author as he wrote an online continuing professional development (CPD) unit for the Training and Development Agency (TDA), and prepared a workshop for the Geographical Association conference in April 2009 in association with Oxfam. It provides some ideas for teaching and resourcing KS3–5 lessons on the subject of food security, with a focus on adding web-based media to provide the ‘hook’ into the activities.

How a JBI PACES Award Scheme improved patient care

1Practice & Professional Development Unit, NHS Fife Operational Division, Queen Margaret Hospital, Fife, Scotland, 2Professional Practice Development Department, NHS Fife CHP Division, Cameron Hospital, Fife, Scotland