The case-technology as a method of interactive practice-oriented education (the case study of the continuing professional education program)

Responding to unrelenting change and disruption of global macro factors, universities are rethinking the roles they play in the education landscape. The longevity of life, the complexity of the workplace, and the increasing need for workforce upskilling provide opportunities for universities to engage with lifelong learning and develop a strategic approach towards participating in the 60-year curriculum. This chapter describes the efforts of one Australian university as it commences to diversify from a dominant focus of preparing professionals to enter the professions to building a stronger program portfolio that supports ongoing professional learning. The global technological innovation of digital micro-credentials enables the university's strategic response to fulfil the need for continuing professional education. Using the university as a case study, the chapter discusses key issues and challenges in the early establishment and implementation of the strategic vision for engaging in digital micro-credentialing within the continuing professional education.

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Illuminative case study design: a new approach to the evaluation of continuing professional education

Nurse Researcher ◽

10.7748/nr2003.04.10.3.48.c5897 ◽

2003 ◽

Vol 10 (3) ◽

pp. 48-59 ◽

Cited By ~ 16

Author(s):

Lorraine Betty Ellis

Keyword(s):

Study Design ◽

Professional Education ◽

Continuing Professional Education ◽

New Approach ◽

Case Study Design

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“I gained a skill and a change in attitude”: A Case Study Describing How an Online Continuing Professional Education Course for Pharmacists Supported Achievement of Its Transfer-to-Practice Outcomes

Canadian Journal of University Continuing Education ◽

10.21225/d51886 ◽

2014 ◽

Vol 40 (2) ◽

Cited By ~ 2

Author(s):

Pia Zeni Marks ◽

Brad Jennings ◽

Barbara Farrell ◽

Natalie Kennie-Kaulbach ◽

Derek Jorgenson ◽

...

Keyword(s):

Professional Development ◽

Learning Strategies ◽

Professional Education ◽

Continuing Professional Education ◽

Therapy Effectiveness ◽

Attractive Option ◽

Practice Transfer ◽

Course Features ◽

Insight Into

The convenience and flexibility of online learning clearly make it an attractive option for learners in professional development contexts. There is less clarity, however, about how it fares as a vehicle for enabling the applied, practice-oriented outcomes typically associated with professional development learning.This paper presents a case study describing how transfer-of-learning strategies were employed in a continuing professional education (CPE) course developed for practicing pharmacists, called ADAPT (ADapting pharmacists’ skills and Approaches to maximize Patients’ drug Therapy effectiveness).To gain insight into the extent to which learning was transferred to practice as a result of participation in the course, qualitative data were collected over a 12-month period from participants of the 2010 pilot offering of ADAPT. Participants reported making changes to their practice as a result of participating in the course, and they identi- fied three course features as being particu- larly useful in facilitating practice transfer: providing learners with (i) a vision of targeted outcomes and skills, (ii) support to enable them to attain targeted outcomes and skills, and (iii) explicit preparation for action.

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Needs Assessment For Continuing Professional Education Among Aesthetic Plastic Surgeons: Evidence From An Economically Developed Region in China

10.21203/rs.3.rs-353239/v1 ◽

2021 ◽

Author(s):

Jun Qiu ◽

Yanhua Yi ◽

James Jia ◽

Yong Miao ◽

Zhiqi Hu

Keyword(s):

Needs Assessment ◽

Education Program ◽

Professional Education ◽

Demographic Data ◽

Continuing Professional Education ◽

Training Needs ◽

Public Hospitals ◽

Private Hospitals ◽

Private And Public ◽

Organizational Needs

Abstract Background: This study aims to survey the demographic status of aesthetic plastic surgeons in an economically developed region and to investigate their continuing professional education needs in contents, training methods, and barriers in private and public hospitals. Methods: A cross-sectional survey with a self-administered questionnaire was conducted from January to December, 2020 in Guangdong, China. An in-depth key informant interviews were conducted to gain insights on the current demographic status. Demographic data and training needs assessment were collected and compared with the chi-square test, Fisher’s test, Mann-Whitney U-test using R software. Results: The disparity of surgeons’ demographic data between private and public hospitals was small. Over 60% of practicing aesthetic plastic surgeons transferred from other specialties, and one third of them had less than three years of working experience. Half surgeons attended training less than three times with an affordable expense of 1000-5000RMB. Almost 80% of them had strong willingness to attend a continuing professional education program. They prefer to attending further study in a tertiary hospital, short topic-focused training course with operation demonstrations. Their favorable training contents were rhinoplasty, eye surgery, and new technologies. Questionnaire survey revealed the likelihood that the surgeons had a graduate degree in public hospitals outweighed those in private hospitals (P<0.05). In-depth interview showed that the public hospitals focused more on repair and reconstructive surgery, academic research, whereas, private hospitals focused on market needs and were more profit-driven, where the organizational needs had influence on their different training needs for aesthetic plastic surgeons.Conclusion: It would be favorable to take the demographic status of aesthetic plastic surgeons and organizational needs into consideration in designing a continuing professional education program in plastic surgery.

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