Continuing professional development:progress beyond continuing medical education

Continuing medical education(CME)is rapidly evolving into competency-based continuing professional development(CPD)and this is driving change in self-directed CPD programs undertaken by individual practitioners as well as CPD programs or frameworks offered by CPD educators.This progression is being led by many factors including the rapid change in medical knowledge and medical practitioners along with changes in patients and society,healthcare systems,regulators and the political environment.We describe our experiences primarily concerning low-resource environments,in creating the International Council of Ophthalmology(ICO)Guide to Effective CPD/CME and in developing a CPD program for the Cambodian Ophthalmological Society(COS)twinned with the Royal Australian and New Zealand College of Ophthalmologists(RANZCO).At the conclusion of the project,47(100%)Cambodian practicing ophthalmologists were registered in the CPD program and 21(45%)were actively participating in the online COS-CPD program recording.We discuss challenges in CPD,propose solutions to overcome them and recommend developing research in CPD as needed to effectively enhance educational activities with impact in public health.

Practical Activities to Improve Transfer of Learning in the Nuclear-Related Continuing Professional Educations for Developing Countries in Korea

Much in-class education and training for developing countries have focused on how a learner absorbs knowledge and skills efficiently or effectively in the class,but are less interested in how the learners should transfer the knowledge and skills into their jobs in their workplace.In principle,in-class education and training have a difficulty with applying the learned knowledge and skills to learners’jobs in the workplace in comparison with any other practical-basis training.To overcome this difficulty,many educational stakeholders in the nuclear field have concentrated on how learners can transfer the knowledge and skills absorbed in the class into their jobs in their workplace.The action learning activity for learners can be one of the solutions to apply the knowledge and skills to their job in the workplace.The purpose of this study is to clarify how the transfer of learning has been implemented in the nuclear-related continuing professional educations and training for developing countries in Korea.To accomplish this purpose,this study is implemented as follows.The first is to define the concept of the“transfer of learning”clearly.The second is to clarify the core elements of the transfer of learning.Along with the clarification,the third is to show how the transfer of learning has been implemented in the continuing professional nuclear-related education and training for developing countries in Korea.The fourth is to present core problems in such education and training.As the fifth,this study suggests alternatives to overcome the core problems in the nuclear-related continuing professional education and training.

Developments of Professional Learning Communities and Challenges for Principals in Chinese Urban Middle Schools

Professional learning communities(PLCs)have seen a rapid spread all around the world over the past 30 years.Since then it has been proved that they can improve teaching quality and thereby the achievement of students,and so PLCs have attracted increasing attention especially from education systems.In China,PLCs have been developed vigorously within schools since the implementation of the‘New Curriculum Reform’in 2000.However,the west has paid scant attention to and were not familiar with them since most research in this field in China was published in Chinese.Furthermore,PLCs are influenced by contextual and cultural factors,and therefore PLCs in Chinese education systems are different from those in Anglo-American settings due to long-standing cultural differences,which require consideration.Therefore,this research will investigate the PLCs in China that may be of interest.Many recent studies have shown that,although PLCs have made significant progress in Chinese urban middle schools through the enthusiastic efforts of educators and scholars,there are still several barriers.The primary purpose of this research is to review the development of PLCs and additionally to analyse the challenges faced by the principals.

Evaluation of Technical Education by Using a Modern Structured MOODLE Laboratory Course, in Relation to Recent Data

E-learning platforms support education systems worldwide, transferring theoretical knowledge as well as soft skills. In the present study high-school pupils’, and adult students’ opinions were evaluated through a modern structured MOODLE interactive course, designed for the needs of the laboratory course “Automotive Systems”. The study concerns Greek secondary vocational education pupils aged 18 and vocational training adult students aged 20 to 50 years. The multistage, equal size simple random cluster sample was used as a sampling method. Pupils and adult students of each cluster completed structured 10-question questionnaires both before and after attending the course. A total of 120 questionnaires were collected. In general, our findings disclosed that the majority of pupils and adult students had significantly improved their knowledge and skills from using MOODLE. They reported strengthening conventional teaching, using the new MOODLE technology. The satisfaction indices improved quite, with the differences in their mean values being statistically significant.

Perspectives on the Attitudes of Healthcare Professionals toward Diabetes in Community Health Settings in United Arab Emirates

Background: Diabetes is a chronic disease that is associated with high cost and health care utilization. Attitudes of healthcare professionals (HCPs) toward diabetes have a significant impact on quality of diabetes care. Although the prevalence of diabetes in the Arabian Gulf region is alarming, little is known about attitudes of HCPs toward the disease. Methods: This study evaluates the attitudes of 337 HCPs toward diabetes in United Arab Emirates (UAE) including physicians, pharmacists, nurses and dietitians using the Diabetes Attitudes Scale (DAS-3). Data were analyzed descriptively and one way analysis of variance (ANOVA) was used for comparative analyses. Overall, HCPs groups demonstrated relatively adequate attitudes toward diabetes (mean = 3.80, SD = 0.45). Results: The highest score reported by HCPs groups was on the need for special training subscale (M = 4.49, SD = 0.38) and the lowest score was seen on patient autonomy subscale (M = 3.31, SD = 0.45). Physicians showed significantly higher positive attitudes on need for special training, seriousness of diabetes, value of tight glycemic control, and psychosocial aspects of diabetes than other HCPs groups (P values < 0.005);whereas nurses scored the highest on patient autonomy subscale. Pharmacists demonstrated the lowest negative attitudes among HCPs groups on all diabetes attitudes subscales. Conclusions: We recommend conducting more continuing education programs (CEPs) on diabetes care in the UAE, with greater emphasis on patient autonomy. An interdisciplinary approach that is patients’ centered is needed to provide efficient diabetes care.

Factors Affecting Employment for Engineering Higher Vocational College Students and Elimination of Countermeasures

Ministry of Education put forward to adhere to the employment-oriented development of higher vocational education. The key of Employment-oriented is to enhance and train Students＇ Employability and competitiveness. In this paper, the writer analyzed the vocational colleges engineering graduates employment status quo, investigated many unfavorable factors affecting the employment of graduates. Finally, the write strive to fred countermeasures come to reduce or eliminate the adverse factors. Current graduates＇ increasingly severe employment pressure situation and the analysis to guide and promote the employment of graduates of vocational college graduates have some practical significance.

Gender Differences in Motivation and Learning Preferences of Pharmacists in Lifelong Learning

Objectives： To analyse motivation and preferences of pharmacists who participate in CE （continuing education） to develop suitable lifelong learning programmes for pharmacists. Methods： An online questionnaire, which explored the motivation and preferences of the pharmacists to lifelong learning, was sent to all members of the Royal Dutch Pharmaceutical Society （4321） in the Netherlands. The data were analysed using a non-hierarchical clustering technique. Key findings： Two clusters of pharmacists were discovered. Cluster A pharmacists （n = 474） were more motivated by credit points （63.5% vs. 47.2%）, personal interest （84.1% vs. 56.3%）, updating knowledge （73.8% vs. 56.8%） and topicality of CE courses （47.7% vs. 26.1%）. Cluster B pharmacists （n = 199） were predominantly motivated by the aspect ＂duty as a care-giver＂ （97.0% vs. 0 % in cluster A）. Pharmacists who belonged to cluster A tended to be women （60.5%）, often worked part-time （29.3%） and mostly preferred lectures （71.1%）. Cluster B pharmacists consisted of statistically significantly more male pharmacists （52.8%, p = 0.001）, worked more full time （77.4%, p = 0.009） and mostly preferred blended learning （62.3%, p = 0.047）. Conclusions： These results suggest the use of different education formats for different kinds of pharmacists to participate in CE activities.

Health Training Needs at Primary Care Level Health Facilities in Rural Western Uganda

Introduction: Continual education is recognized worldwide as a tool for the professional development of health care practitioners. It is however effective when the training targets the appropriate needs of the target beneficiaries. This study was therefore aimed at identifying priority training needs of Primary Care Level health professionals in rural Western Uganda. Methods: This was a descriptive cross-sectional survey among 35 rural community health facilities represented by their managers in rural Western Uganda. Participants were invited to Mbarara University of Science and Technology and responded to a self-administered questionnaire and also participated in qualitative group discussions guided by Facilitators from the Community Based Education and Research Services unit within the Community Health Department of Mbarara University of Science and Technology. Priority health training needs were determined based on the computed weighted scores. Results: The majority of managers of rural primary care level health facilities were medical officers by the level of training (51.43%) and male by gender (68.57%). Priority health training needs identified were child health and maternal health with total weighted scores of 12.0 and 10.9 respectively. Qualitatively, emerging themes included;leadership and management, and supervisory roles during student field attachments. Conclusion: Priority health training needs at rural Primary Care level health facilities were child health, maternal health, leadership and management, and supervisory skills. There is dire need to train rural primary care level, health professionals. In-service training based on identified needs should be offered by MUST in partnership with regional stakeholders. This is likely to enhance the quality of services provided by rural primary care level health facilities.

乡村教育振兴下师范生实习支教改革研究

实习支教在我国教育规模发展的特殊历史时期产生,是具有中国特色的地方师范院校扶持乡村教育之路。乡村教育振兴的逻辑通路是促进乡村教育高质量发展,而乡村教育高质量发展对师范生实习支教提出了新要求。乡村教育振兴下,师范生实习支教改革的主旨为精准实习支教,实习与支教互利共生和教师专业成长。当前,实习支教存在着供需矛盾突出,深层合作机制欠缺,对师范生专业发展支持不足等问题。乡村教育振兴下师范生实习支教改革,应建立响应乡村教育需求的多元实习支教链条,深化师范院校与乡村学校互利共生机制,加强乡村教育环境中实习生专业成长支持,以便促进乡村教育高质量发展。

北京市远郊区小学教师开展预防性侵害教育的现况及其影响因素

目的了解北京市远郊区小学教师开展预防性侵害教育的现况及其影响因素,为我国农村地区开展预防性侵害教育及教师培训提供参考依据。方法采用分层整群抽样,随机抽取北京市远郊3区6所小学452名教师进行线上调查,采用单因素方差分析和多元线性回归分析教师开展预防性侵害教育的影响因素。结果共回收有效问卷428份(94.7%)。“儿童性侵害问题存在于世界各地”和“对一个儿童进行过性侵害的人,将很有可能再多次侵犯儿童”的回答正确率最高(88.6%),“儿童报告说受到了性侵害,几乎所有都可信”的回答正确率最低(26.4%);95.3%的教师赞成“在小学开展预防儿童性侵害教育”,91.8%的教师认为“开展教育有助于预防儿童性侵害发生”;46.0%的教师开展过某种形式的预防性侵害教育实践。高职称(B=0.484,95%CI:0.214~0.753)、担任班主任(B=0.645,95%CI:0.256~1.034)和有培训经历(B=2.114,95%CI:1.654~2.573)的教师,教育实践得分更高(P<0.05)。结论北京市远郊区小学教师整体对于预防性侵害教育态度积极,但知识和实践较少;亟须加强教师相关教育的培训,以提高其预防儿童性侵害教育的知识水平和实践能力。

基于OBE的课程目标全过程达成情况评价方法与实践——以科技与专业外语课程为例

产出导向教育(Outcome-based Education,OBE)是工程教育专业认证的理论基础,建立OBE理念下的课程持续改进机制是现阶段工程教育专业认证的底线,因此,提出了全过程课程持续改进框架,建立了形成性评价和终结性评价相结合的课程目标达成情况全过程评价方法,并以科技与专业外语课程为例针对2016级和2017级本科生开展了全过程评价与持续改进实践。形成性评价的课程目标达成增长率随着课程教学的推进逐渐提高。相对于2016级,2017级的终结性课程目标达成率平均提升13.1%,支撑毕业要求内涵观测点达成情况提升12.7%。全过程评价与持续改进同时促进了本轮和下一轮课程教学效果的提升,有效促进了学生解决土木工程复杂工程问题能力的培养。研究可为我国工科专业课程建设和持续改进提供借鉴和参考。

我国高中教师评价素养现状调查研究

评价素养是教师专业能力的重要组成部分。本研究构建了涵盖评价理念、评价知识和评价技能三个一级指标的教师评价素养框架,依据框架制定了《高中教师评价素养调查问卷》,开展全国性调查并收集有效问卷7213份。调查数据分析结果显示:当前我国高中教师评价素养整体表现较好,评价理念显著优于评价技能,评价知识相对薄弱,三者之间存在显著正相关;教师对自身的评价素养有较强的发展需求;影响高中教师评价素养水平的主要因素有评价素养价值认同、性别、地区、学校层次等。研究还提出了相关建议以期推动高中教师评价素养稳步提升。

“新双高”背景下高等职业院校专业群构建分析——以天津职业大学为例

以“办学能力高水平、产教融合高质量”为目标的“新双高”是对原有“双高计划”建设的深化和拓展,核心在于以全面深化产教融合、校企合作为关键,以提升人才培养质量和社会服务能力为目标,推动职业教育的高质量发展,更好地服务经济社会的发展需求。在“新双高”背景下,中国式现代化对高职院校发展提出新要求,经济社会发展对高职院校内涵建设提出新挑战,数字技术发展为高职院校发展带来新机遇。面对“新双高”建设的征程再起,以天津职业大学专业群布局为例,阐述了“新双高”背景下的专业群布局逻辑,旨在提升专业(群)与区域经济社会发展、产业转型升级的匹配度、支撑力。

教育高质量发展背景下中小学教师专业能力提升意愿、需求及建议

教育强国建设与高质量教育体系建设对我国中小学教师专业能力提升提出了更高要求。调查研究发现,当前我国中小学教师专业能力提升意愿整体比较强烈,其中重点关注提升引导学生心理健康、促进学生全面发展的能力。同时,教师对专业发展保障的需求整体比较强烈,其中对保障集体教研和备课、健全考核评价制度、完善职称评审制度和薪酬待遇等保障制度的需求更为强烈。建议建立健全高质量的教师专业发展支持体系,完善教师考核评价、职称评审等激励保障制度,抓紧研制出台配套的待遇保障政策,引导全社会进一步理解尊重和支持教师。

基于双元制的现代学徒制教育模式研究与实践——以广东交通职业技术学院智能工程机械运用技术专业为例

现代学徒制是我国职业教育借鉴发达国家,特别是德国“双元制”职业教育的成功经验,结合我国目前职业教育的实际情况推出的新型职业教育模式。它使教学过程、教学质量与企业人才培养规格、工作岗位所要求的技术技能标准有效衔接,实现学校、企业、学生的互惠共赢。通过对德国“双元制”职业教育模式进行实地考察,引进世界500强职业能力成长指标体系,在广东交通职业技术学院智能工程机械运用技术专业现代学徒制订单班开展教育研究与实践,对有效开展现代学徒制办学、培养高素质技术技能型人才具有重要参考意义。

国家中小学智慧教育平台教师持续使用意愿影响因素研究

国家中小学智慧教育平台的可持续发展依赖于教师的持续使用。探究影响中小学教师持续使用该平台意愿的因素,有助于优化和改进平台,推动其深度应用。该文基于信息系统持续理论、信息系统成功理论、自我效能感理论和社会影响理论,构建了影响教师持续使用国家智慧教育平台意愿的整合模型。通过结构方程模型(SEM)和人工神经网络(ANN)对35934份中小学教师问卷数据进行分析,挖掘出影响教师持续使用平台的关键因素及其结构关系,并揭示各因素的相对重要性。研究结果表明,教师对平台的持续使用意愿在地域、年龄和任教学段上存在差异;满意度是影响教师持续使用意愿的关键因素,社会影响因素的作用略高于教师的数字素养水平;资源优质、功能易用和教学适切是维持教师持续使用意愿的重要基础;感知有用性和期望确认度在满意度形成机制中占核心地位,资源质量是影响期望确认度的关键因素。基于研究发现该文给出了提升教师使用平台意愿、促进平台可持续发展的实践建议。

某三甲医院继续医学教育减负政策的效果与思考

目的 评估北京某三级甲等医院继续医学教育(continuing medical education,CME)减负政策的实施效果。方法 选择北京某三级甲等医院的2016年11月—2022年10月接受医院CME 2 087名人员相关资料,应用资料分析方法分析相关CME情况。结果 国家级/市级项目方面,实施时间对CME得分有负面影响(P <0.001),职称对CME得分的影响不显著(P=0.641),专业对CME得分有正向影响(P <0.001);区级项目方面,实施时间、职称、专业对CME得分均有负面影响(均P <0.001);线上学分回归结果显示,实施时间为正面影响(P <0.001),职称和专业对得分影响不显著(P=0.889、0.058)。结论 减负政策对CME得分有正面影响,需要进一步完善政策以支持医务人员的学习。CME已经进入继续职业发展阶段,应重视自主学习,了解医务人员教育需求,提供多样化的学习方式,扩展线上教育,加强激励和约束机制。

日本令和时代中小学教师新研修制度探析

令和时代新研修制度是当下日本中小学教师教育关键性、整体性的变革。新研修制度延续了对教师专业发展阶段性、终身性理念的重视,从“主体性、个性化、协作性”三大核心理念出发,要求新研修制度尊重教师主体性,为教师提供个性化学习支持,并发挥集体协作的力量。在现有研修体系中增设教师资质提高指导制度和研修履历记录制度,完善研修推进机制,包括校内外多主体协作的研修推进机制、在线研修与履历记录平台。日本教师令和时代新研修制度改革打破了划一且低效的旧研修模式,是教师队伍不断自我完善、实现终身学习的有效方法。

新工科视域下专业学位硕士研究生校企协同培养模式的改革与实践——以武汉科技大学资源与环境专业为例

随着新工科教育理念的提出和推广,如何培养创新意识好、综合素质高、实践能力强的高素质工科人才已成为高校面临的时代课题。文章以武汉科技大学资源与环境学院为例,探讨了新工科视域下资源与环境领域专业学位硕士研究生的校企协同培养模式,提出通过整合校企资源,构建涵盖从招生到毕业的各个环节的“全过程”培养体系,实现教育质量与专业对口性的系统化和多元化。同时,构建了创新的综合素质评价体系和动态反馈调节机制,以解决研究生教学质量与技术发展水平脱节的问题,着重培养研究生的实践能力和创新思维。实践表明,该培养模式有效提升了研究生的培养质量,为资源与环境领域的高层次应用型人才培养提供了新的思路。

行业企业参与高职专业群治理的行为识别——基于行业企业的扎根理论分析

行业企业是高职专业群治理的重要主体。为识别行业企业参与高职专业群治理的行为,对5家行业组织、9家企业进行半结构质性访谈,发现行业企业虽然具备承担育人的责任意识和参与协同治理的共识,但是在专业群治理中整体处于缺位状态。表现为行业存在治理意识淡薄、治理需求缺乏、治理意愿不强、治理行动乏力等行为表征;企业存在治理动机片面、治理动力不足、治理深度不够、治理行为单一等行为表征。因此,应通过提升行业企业的认知水平与治理能力、设计行业企业理性沟通协商机制、引入专业群柔性治理技术、增强专业群治理制度体系的敏捷性等举措,促进行业企业高质量参与高职专业群治理。