Relevant bibliographies by topics / Continuous professional development (CPD)

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Academic literature on the topic 'Continuous professional development (CPD)'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Continuous professional development (CPD)"

1

Aristayudha, A. A. Ngurah Bagus, Kadek Riyan Putra Richadinata, and Vitalia Fina Carla Rettobjaan. "CONTINUOUS PROFESSIONAL DEVELOPMENT IN HEALTHCARE." E-Jurnal Manajemen Universitas Udayana 10, no. 2 (2021): 165. http://dx.doi.org/10.24843/ejmunud.2021.v10.i02.p04.

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Industry 4.0 has shown that digital is everywhere. The Healtcare industry is in the "long fuse, big bang" cluster meaning companies will face their disruption in three to five years and therefore have more time to change (Deloitte 2015). Which shows that in a few years there will be a transformation in the way the health care industry works. This study was conducted to determine the effect of continued professional development (CPD) in the health care industry. The sample in this study were 107 people where the results of data collection were processed using simple linear regression analysis techniques. The research results prove that continued professional development has a positive and significant effect on individuals in the health care industry and that continued professional development has a positive and significant effect on organizations in the health care industry. This shows that organizations / companies in the health care industry are expected to take responsibility for the development of employees' abilities and individuals / employees in the health care industry are expected to understand that CPD is an investment in career development.
 Keywords: continued professional development, motivation, perception, benefits
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Al Balushi, Khadija. "Effectiveness of TESOL Teachers Continuous Professional Development: Perspectives form Oman." Advances in Language and Literary Studies 12, no. 1 (2021): 1. http://dx.doi.org/10.7575/aiac.alls.v.12n.1.p.1.

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Teacher continuous professional development (CPD) is perceived as a significant way of improving schools, increasing teacher quality, and enhancing student learning (Vangrieken et al., 2017; Day, 1999). Therefore, educational scholars and policy makers demand CPD opportunities for teachers to help them enhance their knowledge and develop new instructional practices. However, the effectiveness of CPD initiatives and the impact they have on teaching and learning is questionable as reported by many research studies both locally in Oman and internationally (e.g. Al-Balushi, 2017; Antoniou & Kyriakides, 2013). This paper reports the findings of a study, which critically examined the effectiveness of the CPD activities run by the Ministry of Education-Oman for TESOL teachers and the impact of these activities in improving schools, increasing teacher quality and improving the quality of student learning. Data were collected using questionnaires, observations, semi structured and focus-group interview with EFL teachers in Oman. The findings revealed that a number of factors affect English teachers’ CPD in Oman; some of these factors facilitate teachers access to CPD and its’ success while others inhibit that. The data indicates that CPD timing and location can facilitate teachers’ access to CPD while workload and family responsibilities are key inhibitors to CPD access. The findings further showed that suitability and relevance of CPD activity in terms of the topics presented in it and the ideas discussed was reported as an important factor to effective CPD whereas CPD done by unqualified teacher educators can hinder the success of CPD. The study further indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The findings suggest that the role of teachers themselves in the provision of CPD is significant; the way teachers are currently marginalized and seen as grateful recipients of CPD do not provide the conditions for intelligent and responsive teaching profession
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Ong, Caroline Choo Phaik, Candy Suet Cheng Choo, Nigel Choon Kiat Tan, and Lin Yin Ong. "Unanticipated learning effects in videoconference continuous professional development." Asia Pacific Scholar 6, no. 4 (2021): 135–41. http://dx.doi.org/10.29060/taps.2021-6-4/sc2484.

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Introduction: The COVID-19 pandemic accelerated use of technology like videoconferencing (VC) in healthcare settings to maintain clinical teaching and continuous professional development (CPD) activities. Sociomaterial theory highlights the relationship of humans with sociomaterial forces, including technology. We used sociomaterial framing to review effect on CPD learning outcomes of morbidity and mortality meetings (M&M) when changed from face-to-face (FTF) to VC. Methods: All surgical department staff were invited to participate in a survey about their experience of VC M&M compared to FTF M&M. Survey questions focused on technological impact of the learning environment and CPD outcomes. Respondents used 5-point Likert scale and free text for qualitative responses. De-identified data was analysed using Chi-squared comparative analysis with p<0.05 significance, and qualitative responses categorised. Results: Of 42 invited, 30 (71.4%) responded. There was no significant difference in self-reported perception of CPD learning outcomes between FTF and VC M&M. Participants reported that VC offered more convenient meeting access, improved ease of presentation and viewing but reduced engagement. VC technology allowed alternative communication channels that improved understanding and increased junior participation. Participants requested more technological support, better connectivity and guidance on VC etiquette. Conclusion: VC technology had predictable effects of improved access, learning curve problems and reduced interpersonal connection. Sociomaterial perspective revealed additional unexpected VC behaviours of chat box use that augmented CPD learning. Recognising the sociocultural and emotional impact of technology improves planning and learner support when converting FTF to VC M&M.
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Harwood, Tracy, and Jane Clarke. "Grounding continuous professional development (CPD) in teaching practice." Innovations in Education and Teaching International 43, no. 1 (2006): 29–39. http://dx.doi.org/10.1080/14703290500467400.

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5

Kaliannan, Maniam, Fadilah Puteh, and Nafis Alam. "Continued professional development practices in Malaysian service-based industry." Social and Management Research Journal 11, no. 2 (2014): 1. http://dx.doi.org/10.24191/smrj.v11i2.5237.

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The concept of Continued Professional Development (CPD) through continuous learning calls upon organisations to encourage, support, and provide favourable environment for employees to engage in continuous learning. This will help to avoid ‘professional obsolete syndrome’; a syndrome faced by a majority if not all employees. This study intends to investigate the current practices of CPD in the Malaysian service-based industry. This article presents the results of an analysis of CPD practices using a qualitative approach based on several interviews with subjectmatter- experts from various sectors in the Malaysian service-based industry. Fifteen HR Directors and HR Managers were interviewed in order to gauge their perspectives on the current practices of CPD as this will depict the actual scenario on how they see; interpret; regulate; implement; and enforce CPD for staffs’ development. The data which was collected via interviews was transcribed and analyzed using thematic analysis. The findings revealed different approaches or practices of CPD among several service sectors in Malaysia.
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6

Bolderston, Amanda. "Maintaining competence: a holistic view of continuous professional development." Journal of Radiotherapy in Practice 6, no. 03 (2007): 133–41. http://dx.doi.org/10.1017/s1460396907006103.

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AbstractContinuous professional development (CPD) is regarded as an essential component of working life for radiation therapists and is increasingly being used by professional associations to ’prove’ the competence of their members. In the past, CPD activities have primarily been viewed as an individual responsibility, and have focused on maintaining a professional knowledge base and, subsequently, hands-on competency through didactic learning. However, there are drawbacks associated with this model; and concentrating on only one facet of learning ignores other theoretical areas of knowledge acquisition. This article explores several areas of social and organisational theories of learning including social networks, communities of practice, learning organisations, knowledge management, knowledge translation and research utilisation. It is concluded that maintenance of competence after graduation is multilayered and should be viewed in a holistic manner to incorporate some of the relevant elements of the concepts discussed. This article also offers some suggestions for the individual wanting to maximise their educational opportunities beyond traditional models of CPD.
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Safitri, Annisa Vidya, and Sutrisno. "Teacher Professional Competency Analysis: Implementation Aspect of Continuous Professional Development (CPD)." Jurnal Pendidikan Bisnis dan Manajemen 3, no. 2 (2017): 131–44. http://dx.doi.org/10.17977/um003v3i22017p0131.

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8

Muhammadiyeva, Halimahon. "The Continuous Professional Development For EFL Teachers Of Higher Education." American Journal of Social Science and Education Innovations 2, no. 09 (2020): 437–41. http://dx.doi.org/10.37547/tajssei/volume02issue09-67.

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In global outbreak period of Quarantine (covid-19), Continuous Professional Development (CPD) for EFL teachers of higher education is more highlighted in this article. In terms of CPD activities, the teachers always need higher cognition about the importance of self-initiated professional development. They should acknowledge that the self-driven activities and tasks of professionalism act the significant roles in bringing about real change on teachers’ pedagogical effectiveness and efficiency.
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9

Dexter, Barbara. "Continuous Professional Development for Dual Professionals: Introducing CPD in a University Setting." International Journal of Interdisciplinary Social Sciences: Annual Review 2, no. 4 (2007): 21–32. http://dx.doi.org/10.18848/1833-1882/cgp/v02i04/52363.

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10

Khan, A. Whohab. "Continuing Professional Development (CPD); What should we do?" Bangladesh Journal of Medical Education 1, no. 1 (2012): 37–44. http://dx.doi.org/10.3329/bjme.v1i1.12857.

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Patient and the general people expect that doctors remain up-to-date and professionally competent. The formal undergraduate and postgraduate education and training are conducted to bring a behavioral change in a medical practitioner to meet that expectation. The rate and magnitude of change in medical science is such that the contents of text books are not sufficiently up-to-date rather somewhat out of date at the time of publication. CME is continuing education in knowledge and skill of medical practice through which doctors will remain up-to date. Due to rapid changes in health care delivery system; health professionals needs to transform from a continuing education (CME) to a continuous professional development (CPD) model so that they remain “up-to-date” in their knowledge and competency in total care. CPD is a broader concept for continuing development of multifaceted competencies inherent in medical practice including medical, managerial, social and personal subjects which are needed for high quality professional performance in modern health care delivery system. CPD is complementary to formal undergraduate and postgraduate education; completing the educational trilogy. Undergraduate and postgraduate medical education is regulated by specific rules and regulation but CPD is the process where the responsibility rests on professionals and individual doctor. People expect what is ‘best’ rather than what is ‘right’ for a particular situation and for that level; professional competence should be combined with improvisation and general oversight. That is why, all over the world the concept of CPD is emerging and developing as a dynamic educational process to improve and upgrade ones professional performance. As a part of the ‘global resident’ we should be familiar to cope with and should be trying to contribute in these progress and development. This article will help us to initial understanding and formulating an approach to that. DOI: http://dx.doi.org/10.3329/bjme.v1i1.12857 Bangladesh Journal of Medical Education Vol.1(1) 2010 pp.37-44
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