To see the other types of publications on this topic, follow the link: Continuous professional development; quality of training.
Journal articles on the topic 'Continuous professional development; quality of training'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Continuous professional development; quality of training.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Leong, Hugh, and Souba Rethinasamy. "Continuous professional development: Assessing teachers' experiences with the cascading training model." Journal of English Language Teaching Innovations and Materials (Jeltim) 5, no. 2 (2023): 160. http://dx.doi.org/10.26418/jeltim.v5i2.71219.
Full textAbstract:
Continuous professional development (CPD) is integral in educational reform; developing and enhancing teachers’ pedagogical skills and knowledge. In Malaysia, the cascade training model is often preferred for CPD programmes in public secondary schools. This may be due to cost effectiveness and reach, where many teachers can be trained in a short timeframe. Critics of the cascade model of training tend however, point to a risk of knowledge being diluted as it is transferred from the trainers to the attendees and then to teachers in schools. This paper focuses on documenting the experiences of Malaysian secondary school English teachers attending school-based assessment (SBA) CPD training courses using the cascade training model. Adopting a qualitative research approach, through the use of in-depth semi-structured interviews, data was collected from 14 English teachers from 14 public secondary schools. The findings indicate that there were mixed experiences of teachers attending cascade training programs and that of subsequent trainings that were conducted by attendees of the programmes. These experiences were affected largely by the quality of the training programme (i.e. design of program curriculum and materials), trainer quality, participants selected, and follow up support afforded to participants. This paper culminates with recommendations for further CPD improvements.
2
Shchedrinskaya, O., M. Bebtschuk, and E. Snarskaya. "Professional development: Training in ethics." European Psychiatry 64, S1 (2021): S593—S594. http://dx.doi.org/10.1192/j.eurpsy.2021.1583.
Full textAbstract:
IntroductionSome of the most vulnerable psychiatry patients are children under 18, as they can’t protect themselves and their rights from unethical behaviour of mental health professionals. There is a gap between theoretical knowledge and application of ethics at the workplace. Continuous education in ethics is necessary to address this gap.ObjectivesThe objective of the study was to compare various forms of education in ethics and develop training for mental health practitioners.MethodsThe study had 2 groups (356 participants, aged 23 to 67, average age – 41.3) – staff of the main and oldest children’s mental health clinic in Moscow, Russia. The control group (124 participants) of mental health professionals received written materials on ethics (such as ethical codes and ethical decision-making protocols). The test group (232 people) participated in a several trainings on ethics. The trainings included 3 parts – discussing the code of ethics, creating examples of potential ethical challenges and role-plays. Participants reported that the topics on the quality of care, common ethical dilemmas and relationships between the practitioners, young patients and legal guardians, were the most helpful for them.ResultsThe survey was conducted to evaluate the results. 70.8% of staff members that participated in training shared that they feel confident about applying the Code and the decision-making protocols in unclear cases. Only 32.6% from the control group reported the same level of confidence.ConclusionsHands-on training in ethics for continuing education has shown to be more beneficial, as compared to theoretical instructions
3
Ovdii, N. "Advanced training as a component of continuous education." HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY 15, no. 2 (2024): 97–101. http://dx.doi.org/10.31548/hspedagog15(2).2024.97-101.
Full textAbstract:
The article examines the process of professional development as an important component of continuous education, especially in the context of modern Ukrainian research and publications. Analysis of modern research shows that Ukraine pays great attention to professional development. Ukrainian scientists emphasize the need to adapt educational programs to modern challenges, and online learning and distance courses are becoming important tools that ensure the accessibility of education. Examples of successful professional development programs include the activities of the National Academy of Pedagogical Sciences of Ukraine and Taras Shevchenko Kyiv National University. Government support plays an important role by providing financing and building the necessary infrastructure. These efforts contribute to the improvement of the quality of education and professional training of specialists, which improves the competitiveness of the Ukrainian economy at the global level.
4
Belenky, I. G., V. A. Manukovsky, and I. M. Barsukova. "Continuous medical education: modern approaches to surgical training." EMERGENCY MEDICAL CARE 23, no. 3 (2022): 10–16. http://dx.doi.org/10.24884/2072-6716-2022-23-3-10-16.
Full textAbstract:
An important task of the health system is to improve the quality of medical care, the quality of professional training of surgeons. The purpose of the study: based on the analysis of the literature, to determine the main components of the educational process within the framework of continuous education of doctors of surgical specialties, necessary for adequate professional development and improvement of the quality of medical care for specialized patients. Results of the study. An analysis of the system of professional training of surgeons was carried out, its shortcomings were noted. Knowledge, practical skills, experience, medical thinking, logic and intuition are the most important components of a highly professional doctor, surgeon. The world experience of training specialists is presented. Conclusion. Today in Russia, a new modern system of postgraduate education of doctors of surgical specialties is being formed within the framework of the system of continuing medical education. In order to achieve better results, organizational approaches to vocational education should be reviewed.
5
Martínez Valdés, Ivón Yudit, Leydelys Castillo Valdés, and Sahely Sixto Fuentes. "Professional development, professionalisation and successful professional performance of the Bachelor of Optometry and Opticianry." AG Salud 2 (March 24, 2024): 57. http://dx.doi.org/10.62486/agsalud202457.
Full textAbstract:
Introduction: Health Technology has integrated technological advances in health services, requiring professional improvement programmes to improve the performance of technologists. In the field of ophthalmology in Cuba, the quality of services depends on optometrists and opticians, and their continuous training is essential in an increasingly technological environment with a growing demand due to the increase in refractive disorders and the ageing population.Development: Professional development, defined as a continuous pedagogical process, is essential to maintain the quality of health services. It has been widely researched and its importance in improving the quality of services, satisfaction and social recognition of health professionals has been highlighted. In the specific case of Optometry and Optics, professional development is considered a necessary process to ensure successful performance. Several principles and distinctive features of this process are highlighted, including its systemic character, its connection with initial and postgraduate training, and its evaluation through professional performance.Conclusions: The professional development of Optometry and Optics graduates is crucial to their successful performance, as it contributes to their professionalisation and the development of competencies needed in a constantly evolving eye health environment. The importance of integrating initial and continuing education, as well as assessing the impact of further education on professional performance, is highlighted. These findings underline the need for well-structured and contextualised professional development programmes to ensure the quality and effectiveness of eye care services.
6
Yachnyuk, M., I. Yachnyuk, Yu Yachnyuk, and E. Ibragimov. "Formation of continuous coaches’ education." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 5(125) (September 27, 2020): 163–67. http://dx.doi.org/10.31392/npu-nc.series15.2020.5(125).33.
Full textAbstract:
The society developments model requires a modern specialist of a wide range of knowledge, skills and competencies for successful fulfilment of their professional functions, ensuring comprehensive and sustainable development of education and science of Ukraine. A rapidly evolving modern society needs skilled workers who can compete in the labor market, are competent, responsible and free to own a profession, capable of working effectively with a specialty at world-wide standards, ready for continued professional growth, social and occupational mobility.
 Postgraduate education involves the development of it through open technologies of adult‟s education, opens contingent and classes, transparency of the system, coherence of all components, as well as the conditions for free entry of subjects in the educational space, obtaining quality education without restrictions on gender, national, gender, and territorial differences. Professional self-development it is a process of forming a personality oriented to high professional achievements. In the system of postgraduate education creates the conditions for lifelong learning, accessibility in acquiring knowledge, meeting the needs and needs of the individual and society.
 Advanced training uses the modern theory and practice of sports training; application of methods of functional recovery of an organism is studied; out-of-training and out-of-competition factors in training athletes, psychological training are analysed. The timing of further courses depends on the formation of the group.
7
Seyoum, Yilfashewa. "Staff Development as an Imperative Avenue in Ensuring Quality: The Experience of Adama University." Education Research International 2012 (2012): 1–17. http://dx.doi.org/10.1155/2012/624241.
Full textAbstract:
All endeavors were devoted to investigate the views and feelings of stakeholders on the implementation of teachers’ professional development and its contribution to sustain academic programs quality at Adama University. A case study that constitutes qualitative and quantitative method was employed. In an attempt to achieve the objectives of the study, evidences were collected from students, staff members, professional development program coordinators, and management bodies. The data-collecting instruments for obtaining relevant information were questionnaires, interview, observation, and document analysis. The finding in relation to this study uncovers the fact that though continuous professional development has been perceived as the most useful avenue of teachers continuous and lifelong learning, for the most part, it is relegated to adhoc committees or interested group or institutional units in the system of university education/training. Moreover, the absence of PDP in the university organizational structure, clear mission and vision, defined and well-articulated policy, strategic plan, representatives in university senate meetings, adequate resources, well-identified and -preserved training facilities, and unit library were circumstances that in one way or another negatively affected the provision of effective professional development programs/trainings that may have adverse effect in the deliberation of quality education/training in Adama University.
8
Polka, N. S., O. I. Turos, and A. V. Koblianska. "Graduate education as an element of continuous professional development." Hygiene of Populated Places 2024, no. 74 (2024): 180–85. http://dx.doi.org/10.32402/hygiene2024.74.180.
Full textAbstract:
The purpose of the work is to analyze the results of the implementation of the training of doctors at the third educational level in the SI «O.M. Marzіeiev Institute for Public Health of the NAMS of Ukraine» as an element of continuous professional development. Material and methods. Bibliosemantic method, system analysis, analysis of own experience. The results. The issue of continuous professional development exists throughout the world. It requires, above all, finding ways to recognize better high-quality and innovative teaching, which is one of the areas of promoting high-quality education. Professional training and competence of health care personnel, effective assessment of productivity, and quality of continuous medical education are especially important in the health care system of Ukraine to achieve the goals of sustainable development defined by the World Health Organization in order to better respond to people's needs in the field health care, taking into account the special needs of the country. Conclusion. An analysis of the possibility of third-level higher education students at the SI «O.M. Marzіeiev Institute for Public Health of the NAMS of Ukraine» to be involved in the process of continuous professional development was carried out, and the effectiveness and prospects of such activities were evaluated. Features and possibilities of attracting graduate students to participate in scientific forums at both the state and international level, the possibility of publications, internships, etc. are determined. The conducted analysis shows the quality and wide range of opportunities for third-level graduates, which allows us to consider postgraduate studies as an important element of continuous professional development, and this, in turn, enables postgraduate students to be competitive and necessary in the labor market of Ukraine. Keywords. Continuous professional development, postgraduate studies, knowledge base, medicine, hygiene and occupational pathology.
9
Romanenko, G. H., and A. A. Stremoukhov. "Ensuring the Effectiveness and Quality of Modern Professional Development Programs for Medical Workers: the Experience of Russian Medical Academy of Continuous Professional Education." Doctor.Ru 21, no. 2 (2022): 10–14. http://dx.doi.org/10.31550/1727-2378-2022-21-2-10-14.
Full textAbstract:
Objective of the Review: to determine the criteria for the effectiveness and quality of modern educational programs, the choice of advanced training programs by medical professionals within the framework of personal and professional growth in the formation of an individual educational trajectory. Key Points. Additional professional training programs ensure the updating of professional standards in the context of changing goals, content, technologies, regulatory support of professional activity in a particular field, and also take into account the qualification requirements specified in the qualification reference books for the relevant positions and specialties. Educational programs must meet strict requirements: be relevant, modern, practice-oriented, methodically and scientifically sound. Conclusion. The formation of the educational trajectory of a medical specialist and the choice of advanced training programs should be based on the quality criteria of both individual educational programs and the educational process as a whole: compliance with the federal state educational standard in the specialty, professional standard in the specialty/position, clinical recommendations and their evidence base. The quality of training of a medical specialist increases many times when the content of the educational program is supported by a specialized interdisciplinary educational event. Training and advanced training of medical workers should be carried out in medical educational organizations with qualified teaching staff, full-fledged logistical and methodological support, as well as their own bases of practical (clinical) training. Keywords: doctor, additional professional education, continuous professional development, professional development program, educational event, Russian Medical Academy of Continuing Professional Education.
10
Inozemtseva, S. V. "Continuous professional development — innovative training methods of average health workers." Medsestra (Nurse), no. 9 (September 20, 2023): 25–30. http://dx.doi.org/10.33920/med-05-2309-04.
Full textAbstract:
The article presents the experience of optimizing the work of an educational and methodological office in a medical organization. A study to determine the level of nursing staff satisfaction with the learning process was conducted. Aim. Improving (optimizing) the activities of the educational and methodological office and enhancing the qualit y of work of medical personnel. Results. Obtaining high quality indicators in the work of the nursing staff of a medical organization is directly related to the optimization of the work of the educational and methodological office. Conducting additional theoretical and practical classes on identified violations, credits and testing of nursing staff, regular training of junior and middle medical personnel on nosocomial infection, as well as targeted internal audits aim nurses at a more serious and competent attitude to the prevention of nosocomial infection and occupational infections. Conclusion. The strategy for the development of continuous education in the workplace is one of the most successful tools to meet the challenges of compliance of the capabilities of nursing staff with the high demands of modern healthcare.
11
Роїк, Юлія. "BASIC PRINCIPLES OF PROVIDING CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS." Інноваційна професійна освіта 1, no. 14 (2024): 333–37. http://dx.doi.org/10.32835/2786-619x.2024.1.14.333-337.
Full textAbstract:
The article defines the most important aspects of the continuous professional development of pedagogical workers of the institution of professional preliminary higher education in the modern educational space. The need to develop modern approaches to professional development in accordance with current legislation is substantiated. The procedure for organizing and conducting professional development of pedagogical staff of an educational institution is described. The importance of continuous continuous development of a teacher throughout his life to ensure the quality of education regarding the training of a modern competitive specialist is determined.
12
Martínez Valdés, Ivón Yudit, Leydelys Castillo Valdés, and Sahely Sixto Fuentes. "Superación profesional, profesionalización y desempeño profesional exitoso del Licenciado en Optometría y Óptica." AG Salud 1 (August 7, 2023): 7. http://dx.doi.org/10.62486/agsalud20237.
Full textAbstract:
Introduction: health Technology has integrated technological advances in health services, requiring professional improvement programmes to improve the performance of technologists. In the field of ophthalmology in Cuba, the quality of services depends on optometrists and opticians, and their continuous training is essential in an increasingly technological environment with a growing demand due to the increase in refractive disorders and the ageing population. Development: professional development, defined as a continuous pedagogical process, is essential to maintain the quality of health services. It has been widely researched and its importance in improving the quality of services, satisfaction and social recognition of health professionals has been highlighted. In the specific case of Optometry and Optics, professional development is considered a necessary process to ensure successful performance. Several principles and distinctive features of this process are highlighted, including its systemic character, its connection with initial and postgraduate training, and its evaluation through professional performance. Conclusions: the professional development of Optometry and Optics graduates is crucial to their successful performance, as it contributes to their professionalisation and the development of competencies needed in a constantly evolving eye health environment. The importance of integrating initial and continuing education, as well as assessing the impact of further education on professional performance, is highlighted. These findings underline the need for well-structured and contextualised professional development programmes to ensure the quality and effectiveness of eye care services
13
Koishigulova, Layilya, Gulshat Shugayeva, Gulnara Kurmangazieva, and Gulzhan Nursultanova. "Conditions, mechanisms of transition from the “advanced professional development” paradigm to the “continuous professional development of teachers” paradigm." Journal of Educational Sciences 80, no. 3 (2024): 52–60. http://dx.doi.org/10.26577/jes2024v80.i3.04.
Full textAbstract:
In this article, the scientifically based situation, mechanism and resource transition from the para-digm of professional development to the paradigm of continuous professional development of the teach-er. The most important condition for ensuring the quality of education in the conditions of updating the content of education at all levels of the educational system of Kazakhstan is the constant professional development of the teacher. In this regard, in this article, the state of passing PUKP is considered as an actual problem at the present time. The purpose of the study is to scientifically substantiate the condi-tions, mechanisms and resources of the transition from the paradigm of “advanced training” to the para-digm of “continuous professional development of a teacher.” Research methods: content analysis, com-parative analysis, theoretical analysis. Result of the study: based on conceptual approaches, an analytical report was compiled on the scientific substantiation of the reasons for the transition from the paradigm of “advanced training” to the paradigm of “continuous professional development of teachers”; from a comparative point of view, the international and Kazakhstani experience of introducing the paradigm of “professional development” into the paradigm of “continuous professional development of a teacher” and “continuous professional development of a teacher” has been studied. Scope of application: second-ary education system; professional pedagogical education, postgraduate pedagogical education, addi-tional professional pedagogical education; system of professional development of teaching staff.
14
Alanazi, Fahdah, Fayza Alanazi, Hanan Almutairi, et al. "Enhancing Nursing Knowledge and Skills to Support Quality Improvement in Primary Health Care Services." European Journal of Medical and Health Research 2, no. 6 (2024): 232–35. https://doi.org/10.59324/ejmhr.2024.2(6).31.
Full textAbstract:
Background: Enhancing the quality-of-care nurses deliver by focusing on training and continuous professional development programs is a critical issue in nursing.Aim: To evaluate the impact of training programs on nurses' professional development regarding knowledge, skills, and attitudes toward patient care.Method: A Descriptive design conducted by the Nursing education for nursing staff as part of their training portfolio. Program and pre & post tests given (Blood extraction& ECG for 35 Nurses) (Med. Calculation for 39 Nurses).Result: Training programs significantly impact nurses' professional development in Blood extraction and Med. calculation towards patient care. The mean scores for the post-training survey were significantly higher than the mean scores for the pre-training survey.Conclusion: Еraining programs had a positive impact on nurses' professional development.
15
Fahdah, Alanazi, Alanazi Fayza, Almutairi Hanan, et al. "Enhancing Nursing Knowledge and Skills to Support Quality Improvement in Primary Health Care Services." European Journal of Medical and Health Research 2, no. 6 (2024): 232–35. https://doi.org/10.59324/ejmhr.2024.2(6).31.
Full textAbstract:
Background: Enhancing the quality-of-care nurses deliver by focusing on training and continuous professional development programs is a critical issue in nursing.Aim: To evaluate the impact of training programs on nurses' professional development regarding knowledge, skills, and attitudes toward patient care.Method: A Descriptive design conducted by the Nursing education for nursing staff as part of their training portfolio. Program and pre & post tests given (Blood extraction& ECG for 35 Nurses) (Med. Calculation for 39 Nurses).Result: Training programs significantly impact nurses' professional development in Blood extraction and Med. calculation towards patient care. The mean scores for the post-training survey were significantly higher than the mean scores for the pre-training survey.Conclusion: Еraining programs had a positive impact on nurses' professional development.
16
Volodymyr, Krasnov. "Joint responsibility of a doctor, professional community and health education in preparing of health care system personnel." ScienceRise: Pedagogical Education, no. 6(33) (November 30, 2019): 25–28. https://doi.org/10.15587/2519-4984.2019.185630.
Full textAbstract:
Due to the release of 302 decision of the Cabinet of Ministers, the paradigm of professional medical personnel training in Ukraine has changed. The continuous professional development of doctors, which is based on self-training processes, has been introduced. The reform of the health care system and the training of medical personnel carries a major risk: the lack of a responsible person for the outcome - public health. The problem is finding ways to harmonize the existing system of health care and new approaches to medical personnel training. The purpose of this study is to identify subjects, who are responsible for ensuring the quality of education. The analysis of the constituent models of doctors’ training in the USA and Europe (the model of Donald Kirkpatrick for corporate training and the taxonomy of Donald Moore for continuous professional development) is carried out. The integration of the employer and provider processes is shown. At the same time, the employer identifies the need for the formation of staff competencies to ensure the quality of medical services and places an order with the provider. The provider builds competencies and together with the employer evaluates the effectiveness of the training process. It is concluded, that it is advisable to ensure joint responsibility: the provider of educational services, the employer and the professional community. The introduction of informal education (self-education) also imposes on the physician him/herself the responsibility for: determining the need for new competencies, choosing a provider, learning outcomes. Thus, taking into account current trends in the development of the profession and the requirements that society puts forward for the profession, it is concluded, that it is necessary to create a system of professional personnel training in which the doctor, the professional community and the organizer (provider) of training would be jointly responsible for the quality
17
Mezinov, V. N. "Forming the future teacher's readiness for continuous professional and personal development." Вестник Северо-Кавказского федерального университета, no. 3 (96) (2023): 219–27. http://dx.doi.org/10.37493/2307-907x.2023.3.26.
Full textAbstract:
In connection with the modernization of the professional training of the future teacher, the problem of orientation of modern education to the continuous professional and personal development of the student, the innovative combination of modern technologies and digital tools that contribute to the progress and quality of training and professional education becomes urgent. The purpose of the article is to carry out a theoretical analysis of the phenomenon of a teacher's readiness for continuous professional and personal development, clarify the terminology of related concepts, identify conditions that ensure the effectiveness of the phenomenon under study, and present the results of empirical research. 178 students of Yelets State University took part in the study. The assessment of the future teacher's readiness for continuous professional and personal self-improvement was carried out on the basis of a survey, expert assessments and observation. The revealed effective methods, technologies, means and conditions of training contribute to positive dynamics of the formation of components of the professional and personal development of the future teacher. It is concluded that the decisive moment for the professional and personal development of a future teacher is the establishment of the personal meaning of pedagogical activity.
18
Hu, Fang, Leixin Wang, and Zhenyi Yang. "Research on the Training and Improvement Path of Insurance Master's Degree Students from the Perspective of Industry Education Integration." World Journal of Education and Humanities 6, no. 3 (2024): p73. http://dx.doi.org/10.22158/wjeh.v6n3p73.
Full textAbstract:
With the high-quality transformation and development of the insurance industry and the continuous promotion of regulatory reform in the insurance industry, as the core force for the development of the insurance industry, the quality of training for insurance master's degree talents is directly related to the sustainable development of the industry. The integration of industry and education, as a new type of education model, aims to promote the deep integration of education and industry, and provide strong support for the cultivation of insurance professionals. However, currently in the process of cultivating insurance professional master's talents, there are problems such as unclear training objectives, single curriculum design, lack of substantive practical aspects, and weak teaching staff, this article is based on the perspective of integration of industry and education, and explores in depth the ways to enhance the training of insurance professional and master's talents. It is suggested that measures such as clarifying the training objectives of professional master's degree, improving the quality of teachers, focusing on curriculum design, and meeting the needs of enterprises should be taken, which provide useful reference for the innovation and development of insurance professional master's degree talent training and promote the sustainable and healthy development of the insurance industry.
19
Bogdanova, Kamelia. "STUDENT SATISFACTION BY QUALITY OF TRANING IN SUBJECT “HEALTHCARE MANAGEMENT”." Teacher of the future 31, no. 4 (2019): 1175–80. http://dx.doi.org/10.35120/kij31041175b.
Full textAbstract:
The management of healthcare determines their quality and effectiveness. This depends on the training and professional skills of managers and nurses. The skills of managers in planning, organizing, targeting and controlling financial, human and material resources determine the healthcare quality and effectiveness, which is an important condition for the sustainable development of the healthcare establishments in terms of competition and market economy. This underlines the importance of training in educational establishments that create managers, health professionals and provide a basis for development and improvement of their qualification. The quality and effectiveness of education is connected to student satisfaction with the organization and quality of educational process, because this depends to a great extent on their motivation for participation, self-preparation and realization. All this is reflected in the modern educational system. The nurses are trained in universities by highly qualified teachers and have the opportunity to increase both their Bachelor's and Master's degrees, and also have opportunities for specialization in different fields. The aim of the study is to investigate student satisfaction by quality of training in subject "Healthcare Management". The study is based on the use of a direct individual survey and covers 200 students. The respondents are between 19 and 55 years old and most of them have professional experience to five years. The analysis of the data from the survey is aimed at the student satisfaction with the learning process and the possibilities for professional realization. A significant part of the students considers the theoretical and practical training as current and applicable for their realization in the healthcare system. This is a sign of the quality of work in the university and a prerequisite for creating managers with the necessary knowledge and skills to manage quality health care. Continuous increase in quality requirements for health services requires a continuous development of learning in conformity with European perceptions. Measures to improve the quality of training should be aimed at enhancing student satisfaction because this determines their motivation to participate in the training and realization in the healthcare system. The motivation of students in the learning process is largely related to their confidence in the applicability of the knowledge obtained after graduation. An important condition for the professional realization of the students is the working environment and the organization of the work in the healthcare establishments. The organization of work in hospitals should be based on the principle of continuing education and continuous training for effective use of human resources and development of professional skills acquired in university.
20
Daniel, Yelkpieri, Kwame Dzikunu Cosmos, D. Pajibo Edison, Edwards Alexander, and Ampofo Gideon. "Teachers' Perception towards Continuous Professional Development Policy in Ghana." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 04, no. 06 (2025): 1015–21. https://doi.org/10.5281/zenodo.15584034.
Full textAbstract:
The study investigated teachers’ perception of continuous professional development (CPD) implementation and the mediating role of teachers’ professional knowledge in improving teaching and learning in Ghana. A survey was conducted, and valid questionnaires were retrieved from 329 teachers using the KoboCollect Tool, a self-reporting online structured questionnaire for data collection in selected public schools across Ghana. The sample comprised teachers who participated for at least two years in CPD programmes in Ghana and have been in professional practice. Descriptive statistics were used in the data analysis. Many teachers acknowledged the positive influence of CPD on practice and professional growth, there were significant concerns about the quality, sufficiency, and clarity of vision in the programmes. The results showed that the CPD programmes as practiced showed a leaning towards a one-size-fits-all CPD model which does not adapt to differences in subject areas, levels of expertise, and grade levels, thus lacking flexibility in training. It is recommended that policy makers such as Ministry of Education (MOE), Ghana Education Service (GES), National Teaching Council (NTC) and service providers should prioritize aligning CPD programmes with teachers' specific needs and include contents that address the different skill sets and subject areas required by teachers across different educational levels.
21
Sviridova, T. V., A. M. Shchegolkov, E. A. Goldina, E. S. Kosukhin, S. V. Kalinina, and T. V. Chursina. "A SYSTEM OF CONTINUOUS IMPROVEMENT OF PROFESSIONAL KNOWLEDGE AND SKILLS OF MEDICAL WORKERS." Bulletin of the Medical Institute of Continuing Education 4, no. 2 (2024): 24–30. http://dx.doi.org/10.36107/2782-1714_2024-4-2-24-30.
Full textAbstract:
Background. Continuous improvement of professional knowledge and skills has become an integral necessity in modern healthcare. The high demand for qualified medical specialists and a significant level of responsibility to patients require medical and pharmaceutical workers to constantly develop their professional competencies. Purpose. To conduct a review of regulatory legal documents, a review of the literature on continuing medical education of healthcare workers and to identify different opinions about its implementation in the professional training of medical workers. Materials and Methods. We chose a method for collecting and analyzing published information on the use of continuing medical education in the system of professional training of medical specialists. Results. The article presents an overview of regulatory legal documents, a review of the literature on the organization of continuing education of medical professionals, as well as the amount of necessary training in educational organizations. Conclusion. The introduction and development of a system of continuing medical education in Russia plays a significant role in maintaining a high level of professionalism and healthcare quality. This system allows medical professionals to constantly update their knowledge and skills, adapt to changes in medical practice and improve their professional competence.
22
Huy Phuong, NGUYEN. "SEVERAL SOLUTIONS TO PROMOTE THE TRAINING AND FOSTERING OF PRESCHOOL TEACHERS IN BA RIA - VUNG TAU PROVINCE." Vinh University Journal of Science 53, Special Issue 1 (2024): 163–71. http://dx.doi.org/10.56824/vujs.2024.htkhgd08.
Full textAbstract:
The article offers an overview of the role of training and professional development in improving the quality of education, the current reality of training and fostering professional development among preschool teachers in the province. The article also highlights the factors affecting the training and professional development of preschool teachers in the province, such as the need to increase the number of preschools, school facilities, teaching staff carrying out the training and development, guidelines and policies of the Vietnamese Communist Party, the State and Ba Ria - Vung Tau province in training and fostering professional development for preschool teachers; results of formal and continuous training for preschool teachers, fostering professional titles and regular training as well as some limitations in the joint training of non-public preschool teachers, mechanisms and policies for non-public preschool teachers to participate in continuing education. From what has been analyzed, the article outlines some solutions for the fostering of training and professional development for preschool teachers, contributing to enhancing the quality of education in the province. Keywords: Solution; training, fostering preschool teachers; Ba Ria - Vung Tau.
23
Kibirige, Brian, Dustin Perry, and Michael Walach. "Advancing Professional Development Among Secondary Agricultural Education Teachers in Uganda." Journal of Agricultural Education 66, no. 2 (2025): 16. https://doi.org/10.5032/jae.v66i2.3032.
Full textAbstract:
In 2020, Uganda's Ministry of Education and Sports implemented a Competence-Based Curriculum (CBC) for lower secondary education to equip students with practical skills for the 21st century. Despite its potential for socio-economic transformation, past research revealed that many Ugandan secondary agricultural education teachers lack the necessary pedagogical skills to successfully implement this curriculum and seldom participate in Continuous Professional Development (CPD) programs during their teaching careers. We sought to identify the CPD programs in which these teachers engage, assess their perceptions of available CPD programs in Uganda, determine their professional needs, and recommend strategies for providing high-quality CPD training. This mixed-methods study involved 52 participants, with 88% of the male majority having a bachelor's degree in agricultural education and an average of 3.7 years of teaching experience. Most participants attended 3 to 4 CPD trainings in an academic year and indicated the need for CPD training, particularly in subject content areas, preferably conducted in-person, infused with hands-on training, and conducted before the start of each academic term. We recommend the operationalization of the CPD Framework by the Ugandan government and the decentralization of CPD training programs to elevate the professional quality of agricultural education teachers and consequently enhance their students’ academic outcomes.
24
Rusov, Veronica. "The dynamics of students’ reflection development." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 5(165) (July 2023): 214–21. http://dx.doi.org/10.59295/sum5(165)2023_35.
Full textAbstract:
The article deals the problem of higher education, which is marked by continuous modernization and innovation to the requirements of contemporary society, seeks solutions for the training/development of the subject quality of students as future professionals. Based on the conceptual analysis of the term „reflection”, the importance of reflexi-vity in ensuring student-centered higher education is argued. Empirical study of the dynamics of the development of reflexivity among students in the process of initial professional training in higher education highlighted the need to adapt reflective didactic technologies to the reflexive potential of students, which proved to be manifested differently during the years of study.
25
Арсаханова, Г. А. "Problematic issues of the introduction of high-quality continuous professional development of doctors." Management of Education, no. 5(51) (June 30, 2022): 10–17. http://dx.doi.org/10.25726/b5748-2686-0853-u.
Full textAbstract:
От того, каких врачей подготовит высшая медицинская школа, зависит наш успех в борьбе с пандемией и современными и будущими эпидемиями инфекционных и неинфекционных болезней. Согласно определению Всемирной федерации медицинского образования (WFME), непрерывное профессиональное развитие врачей (далее – НПРВ) – это период образования и подготовки врачей, начинающийся после завершения базового медицинского образования и последипломной подготовки и продолжающийся после этого в течение всей профессиональной жизни каждого врача. Непрерывное профессиональное развитие означает постоянное развитие медицинских и немедицинских компетенций, включая профессионализм, межличностные, управленческие и коммуникативные навыки. В настоящее время основными нормативно-правовыми документами, которые определяют основы непрерывного профессионального развития врачей, является Постановление Правительства РФ от 9 февраля 2022 г. N 140 "О единой государственной информационной системе в сфере здравоохранения". Our success in the fight against the pandemic and current and future epidemics of infectious and noncommunicable diseases depends on which doctors will be trained by the higher medical school. According to the definition of the World Federation of Medical Education (WFME), continuous professional development of doctors (hereinafter referred to as NPR) is a period of education and training of doctors, beginning after completion of basic medical education and postgraduate training and continuing thereafter throughout the professional life of each doctor. Continuous professional development means the continuous development of medical and non-medical competencies, including professionalism, interpersonal, managerial and communication skills. Currently, the main regulatory documents that define the foundations of continuous professional development of doctors are the Decree of the Government of the Russian Federation of February 9, 2022 No. 140 "On the Unified State Information system in the field of healthcare".
26
Ridei, Nataliia, Valentyna Tymoshenko, and Alexander Slabetsky. "Formation of continuous education system on the basis of sustainable development: project activity experience." Pedagogical Education:Theory and Practice, no. 29 (January 4, 2021): 406–22. http://dx.doi.org/10.32626/2309-9763.2020-29-406-422.
Full textAbstract:
The research work analyzes the functional orientation of sustainable development strategy studies. It suggests basic didactic and pedagogical conditions for innovativeness of the educational process and develops a set of subject-specific competencies. The study outlines the system architectonics for organizing the educational and research work in professional training of students. It develops research methods and methodology for professional training of specialists including recommendations of scientific-methodological, organizational-pedagogical and organizational-managerial nature. The main idea of the research lies in the development and implementation of theoretical-methodological foundations for shaping the system of continuous education based on the concept of sustainable development, with consideration of interests of the Ukrainian society evolving within the framework of sustainable development; restructuring of the postgraduate education system and, in particular, realizing potential pedagogical opportunities that determine selection of the most effective forms of training in the postgraduate education system. The practical value of the research lies in the fact that the obtained and presented results enable further integrated and sectoral development of various aspects in theory of education and create a methodological basis for building effective models of quality assurance in higher education. This research deepens the traditional views of scientific works on the problems of modernizing professional teacher training in the conditions of cross-border integration of social and cultural forms of education. Introduction of the system to form scientific-methodological competence in postgraduate pedagogical education; the results we have obtained, presented, and proven contribute to the implementation of individualized educational and scientific programs of teachers’ professional training; the results can be of practical use for a wide range of postgraduate education specialties in formation and development of legal competence in higher education administrators; the informational studentoriented portable environment of psycho-pedagogical training can be used in further research on development of higher education for future vocational school teachers, in determining regularities of its work, ways and directions to improve and enhance the effectiveness of their psycho-pedagogical training, as well as for adult education, for writing term papers and qualifying papers, textbooks, monographs, dissertations; these materials can be used in the higher education institutions of various types that are engaged in training environmental protection specialists in environmental monitoring, as well as in postgraduate education to ensure implementation of the government’s environmental policy. Introduction of the system to form scientificmethodological competence in postgraduate pedagogical education; these materials can be used in the higher education institutions of various types that are engaged in training environmental protection specialists in environmental monitoring, as well as in postgraduate education to ensure implementation of the government’s environmental policy.
27
Muzaffar, Noshaba, Shagufta Nahid, and Muhammad Abbas. "Role of Professional Training of Teachers and its Relationship with Teaching Quality." Global Educational Studies Review VIII, no. I (2023): 367–75. http://dx.doi.org/10.31703/gesr.2023(viii-i).32.
Full textAbstract:
This study explores the association between the professional training of teachers and teaching quality. It aims to find out how instructors' contribution to professional growth and training sessions impacts their instructional techniques and classroom management to improve the quality of education. Teachers' involvement in professional development workshops and programs concerning the successful adoption of innovative teaching strategies. It delves into teachers' formal qualifications and additional professional training concerning their overall teaching competence and effectiveness. Fifty teachers were selected randomly from Faisalabad city. Two instruments named, the professional training survey and the teaching quality survey were used. By analyzing teachers' perceptions and experiences regarding the effectiveness and relevance of their professional training programs, the study emphasizes the value of incorporating teacher feedback in designing more impactful training initiatives. The study finding offers valuable insight into the crucial role of teachers' continuous learning and professional growth in fostering a high standard of education delivery.
28
Murzalinova, Alma Zh, Kulzhanat N. Bulatbayeva, Leila S. Almagambetova, and Amangeldy K. Imanov. "Continuous Professional Development of Teachers in the Context of a Shift in the Educational Paradigm." Siberian Pedagogical Journal, no. 1 (March 4, 2022): 49–60. http://dx.doi.org/10.15293/1813-4718.2301.05.
Full textAbstract:
The article updates the educational paradigm with a focus on the continuous professional development of Kazakhstani teachers, who should not accompany, but promote educational innovations. The contradiction between the revolutionary changing educational environment and the professional development of the teacher, evolutionary in nature, becomes a barrier to initiative and motivated advancement. This contradiction has a negative impact on the quality of continuous teacher education, when the competencies of continuous professional development remain “overboard” in the training of future teachers and are not instrumental for professional viability. The purpose of the article is to present research materials on the substantiation and development of the content and tools for the implementation of the teacher’s CPD in the conditions of advanced training and professional and pedagogical activities. To determine the individual needs of teachers in professional development, the focus group method was used, through which the following results were achieved: the set of competencies of continuous professional development was clarified, the essence and resources of personalized professional development were determined, design principles for the development of educational programs and post-course support were formulated, recommendations were formulated for creating an environment researched development for self-directed educators. The approbation of the research materials was carried out on the basis of the Institute of Professional Development in the North Kazakhstan region and the North Kazakhstan University. M. Kozybaeva. In conclusion, the status of continuous professional development for the transformation of Kazakhstani education is summarized.
29
Evelina, Lyubov Nikolaevna, Natalia Petrovna Balabaeva, and Ekaterina Aleksandrovna Enbom. "Individual educational strategies for advanced training of higher school teachers." Samara Journal of Science 13, no. 1 (2024): 149–55. http://dx.doi.org/10.55355/snv2024131306.
Full textAbstract:
The Russian education system is constantly undergoing updates, natural in the process of continuous development of science, technology and society. In this regard, there is an obvious need for continuous professional education of university teachers, who then, in turn, develop innovative content and make changes in the learning process for students of all fields of study. An important goal of each educational organization is to maintain the proper level and continuous improvement of the quality of education. Therefore, the result of the teacher’s mastering a program of advanced training courses should be the improvement of professional competencies, which are just necessary to improve the quality of teaching. On the way to achieve this goal, a number of problems arise, the solution of which requires special attention from both the university management and each teacher. At the same time, the main aspect is the expedient competent construction of general educational strategies and individual trajectories of professional development for each teacher, depending on the nature of professional activity. The article presents an analysis and comparative characteristics of individual educational trajectories of advanced training of teachers of technical and pedagogical universities on the example of the Povolzhskiy State University of Telecommunications and Informatics and the Samara State University of Social Sciences and Education.
30
Rahmat, Adi, Amprasto M.Si., Dr Riandi, Dr Saefudin, and Nono Sutarno. "PROFIL PROGRAM CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) GURU BIOLOGI DI WILAYAH JAWA BARAT DALAM UPAYA MENINGKATKAN KUALITAS PROFESI (Profile of Continuous Professional Development Program of Biology Teachers in West Java in an Effort to Enhance Their Ow." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 16, no. 1 (2011): 155. http://dx.doi.org/10.18269/jpmipa.v16i1.276.
Full textAbstract:
A study on the profile of the continuous professional development (CPD) program of biology teacher in West Java has been done descriptively since March until November 2010. The study was aimed to obtain several information about professional activities have been being followed by biology teachers in West Java. This information was then used to draw CPD profile conducted by biology teachers in an effort to enhance their competencies and their professional quality. Respondents of the study were biology teachers qualified to follow teacher certification and employing in senior high schools of 11 cities in West Java. Information about perceptions of the teacher on teacher improvement programs, the forms of the professional activities of the teacher and the sources supporting the teacher to follow those activities were collected using questionaire. The result shown that biology teachers in West Java had good perception on improving the quality of the teacher and there are eight forms of professional activity which were followed by biology teachers in West Java in an effort to enhance their own professional quality. The seven forms of professional activities were Education and Training (Diklat), Workshop, Seminar, writing teaching material, visiting scientific institutions, doing research, writing and publishing article and/or a textbook. Three out of those seven forms of professional activity had high teacher involvement scale, which indicated that they were preferred by biology teacher. The three forms professional activities were Education and Training, Seminar, and Workshop. However, the number of each professional activity followed by teacher in the last three years was very low (less than one activity each year) due to several reasons. The four main reasons were no permission from school principal interconnecting with teacher task in the school, distance to the place of professional activities, financial, and teacher family.Key words: biology teacher, teacher quality, professional activity of the teacher, continuous professional development (CPD) program
31
Mafhoum, Meryem, Ali Mzali, Abdelmounaim Laabar, et al. "Exploring Training Needs for Nosocomial Infection Prevention in Maternity Wards: A Pilot Sociodemographic Study." Journal of Neonatal Surgery 14, no. 9S (2025): 74–83. https://doi.org/10.52783/jns.v14.2629.
Full textAbstract:
This study comprehensively examines the sociodemographic characteristics and continuous education requirements of healthcare professionals engaged in infection prevention programs. This research utilizes data from a diverse participant sample and meticulously analyzes their demographic profiles, professional experiences, and preferences regarding training delivery methods. Notably, the findings reveal a significant female predominance within the sample population. The average participant age falls within a range conducive to ongoing professional development, underscoring the pivotal role of tailored educational interventions in this context. Moreover, many participants have qualifications from specific health institutions, highlighting potential avenues for focused educational initiatives. The analysis of participants' professional experiences unveils varied employment patterns, encompassing shift work and regular schedules, which influence their accessibility to training opportunities. Furthermore, the study identifies predominant knowledge gaps as key training needs, particularly in areas such as microbiology, infection transmission mechanisms, risk assessment protocols, and the proper utilization of personal protective equipment. These findings accentuate the critical necessity of continuous training in addressing professional development needs and equipping healthcare professionals with the requisite skills and knowledge to effectively prevent and manage infections. Additionally, the research delves into participants' preferences for training delivery modalities, revealing a notable interest in both in-person and online formats. This underscores the importance of flexibility and adaptability in program delivery to cater to diverse learner needs. Ultimately, this comprehensive study provides invaluable insights into the demographics and educational requirements of healthcare professionals involved in infection prevention, thereby informing the development of targeted, evidence-based educational initiatives aimed at enhancing patient safety and care quality within healthcare facilities.
32
Nebelenchuk, Iryna, Hanna Skrypka, Zhanna Fedirko, Serhii Burtovyi, and Andrii Drobin. "Organisational and pedagogical conditions for continuous professional development of teachers in the conditions of postgraduate pedagogical education." Scientific Herald of Uzhhorod University Series Physics, no. 56 (May 23, 2024): 2634–48. http://dx.doi.org/10.54919/physics/56.2024.263do4.
Full textAbstract:
Relevance. The study is relevant due to the need to modernize the postgraduate education system in Ukraine to align with rapid technological changes, globalization, and the increasing demands for educational quality. Purpose. The purpose of the study is to identify key conditions that affect the effectiveness of professional improvement of teachers after the end of their basic education. Methodology. The study employed a comprehensive theoretical approach, incorporating methods such as literature analysis, synthesis, generalization, and comparison. Results. The study's findings indicate that successful continuous professional development for teachers requires a support system that provides access to modern educational resources, participation in professional communities, mentoring support, and opportunities for self-reflection and experience exchange. It is established that an important condition is also the adaptability of programmes to educational challenges, which allows for considering the individual needs and level of training of each teacher. The results of the study show that teachers who have the opportunity to constantly participate in professional trainings and seminars demonstrate a high level of pedagogical skills and qualitative indicators of the effectiveness of their own activities. Additionally, analysis of international practices (e.g., in the UK, Norway, Spain, Australia) underscores the importance of integrating advanced technologies in postgraduate education to enhance training efficacy. Conclusions. Based on the results obtained, it is concluded that the creation of favourable organisational and pedagogical conditions is a critical factor in ensuring the continuous professional development of teachers, which primarily has a positive impact on the quality of education in general. Thus, the proposed recommendations can be used to improve the system of postgraduate teacher education and promote the professional improvement of teachers. Keywords: education system; quality of education; continuing education; professional development; applicants� requests; latest technologies; education reform; modern challenges
33
Akulina, Elena E., Irina E. Ostrovskaya, and Vladimir S. Tormozov. "ECONOMIC MECHANISMS FOR MOTIVATING TEACHERS TO PROFESSIONAL DEVELOPMENT." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 5/5, no. 158 (2025): 209–16. https://doi.org/10.36871/ek.up.p.r.2025.05.05.026.
Full textAbstract:
The issue of motivating teachers for continuous professional development is becoming especially relevant in the context of digitalization of education, updated federal standards, and growing quality demands in teaching. The article examines economic mechanisms that can enhance educators’ interest in advanced training. Existing forms of direct and indirect incentives are analyzed, alongside institutional barriers and effective compensation models based on achievements in professional growth. Particular attention is paid to integrating funding tools with career development programs, digital support instruments, and strategies to improve the quality of the educational environment. Recommendations are proposed for building a sustainable system of economic incentives as a component of university personnel policy and the broader educational system.
34
Shcherbatykh, S. V., and O. A. Ragozhina. "PEDAGOGICAL COMMUNITIES AS A RESOURCE FOR PROFESSIONAL DEVELOPMENT OF A MODERN TEACHER." Educational Psychology in Polycultural Space 64, no. 4 (2023): 146–53. http://dx.doi.org/10.24888/2073-8439-2023-64-4-146-153.
Full textAbstract:
The article examines the process of professional development as a factor in improving the quality of general education and reveals approaches to the professional development of teachers: professional development of teachers as a component of the development strategy of an educational institution; orientation of professional development to achieve high quality education; examination of the effectiveness of educational activities; organization of professional development as a collective activity based on solving urgent tasks of strategic development; continuous and long-term nature of professional development programs and the management of the professional development process. The content lines of professional development are determined. The role of professional pedagogical communities as an important innovative resource for the development of educational institutions is revealed, which allows them to improve their activities and solve urgent tasks by activating internal reserves. The professional pedagogical community is a self-learning organization, which is characterized by: managing the learning processes, including its training, retraining and advanced training, self-training of personnel to develop competencies and expand opportunities to master modern and promising technologies; investing resources in the process of training and self-training of employees, in improving its activities, content and technological equipment; maintaining the competitiveness of the organization by ensuring a high level of professionalism of employees as human capital and the main resource. For the professional pedagogical community, the status of a self-learning organization means the following: management of self-learning of teachers, self-learning as a way of innovative development, self-learning as improving the quality of education and competitiveness of the organization, team self-learning, stimulating self-learning.
35
Subekti, Mukodas Arif, Suryadi Suryadi, and Masduki Ahmad. "Transforming Teacher Performance: The Impact of Training and Professional Development on Competence Improvement." Proceeding of International Conference on Islamic Education (ICIED) 9, no. 1 (2024): 218. https://doi.org/10.18860/icied.v9i1.3142.
Full textAbstract:
In order to improve the quality of education, the transformation of teacher performance is crucial and depends on adequate training and continuous professional development that improves competence in various aspects. Structured training programmes that meet the specific needs of teachers are key to creating significant changes in their performance so that they can effectively respond to the challenges of modern education. The purpose of this study is to explore the various elements of the impact of training and professional development including digital competencies that focus on improving teacher performance. This research uses the literature study method as the main approach. The results of this study highlight the importance of ongoing training and professional development to improve teachers' competencies, especially in the face of new challenges such as technology integration. By identifying successful training programmes in various studies, education systems can become more effective in improving teacher performance.. The conclusions of this study confirm that continuous training and professional development, as well as the relevance of training programmes to the teaching context, are key factors in transforming teacher performance. The implementation of a comprehensive training strategy, covering aspects of technology, intercultural skills and evidence-based practice, can significantly improve teachers' competencies and, in turn, student learning outcomes.
36
Mainali, Bhawani Prasad. "Enhancing Community School Teachers' Training: A Strategic Approach to Human Resource Development." Teacher Half-Yearly Journal 17, no. 1 (2025): 15–31. https://doi.org/10.3126/thj.v17i1.77836.
Full textAbstract:
The study aims at examining the effects of strategic approaches to human resource development to enhance the quality of teacher training in community schools. Training should be linked with strategic human resource development to achieve the objectives of organizations. This study employs qualitative assumptions and case study research approach. Two research questions focusing on improving the training of community school teachers' and their relationship to the strategic framework for human resource development. This study incorporates six teachers from two community schools within Kathmandu Metropolitan City. The study revealed that strategic human resource development, through targeted professional development programs and continuous performance evaluations, significantly improved the quality of teacher training in community schools. Furthermore, mentorship programs, ongoing professional development workshops and feedback are identified as the most effective techniques in enhancing teacher training. Proper implementation of strategic human resource development methods can assure teachers' ongoing professional development, which will improve instruction and achievement among students.
37
Feniche, Mohammed El, Hassane Gazzaz, Hajar El Omari, et al. "Towards appropriate training for Moroccan laboratory professionals: Identifying QMS needs." Revista Romana de Medicina de Laborator 32, no. 4 (2024): 297–303. http://dx.doi.org/10.2478/rrlm-2024-0032.
Full textAbstract:
Abstract Background Professional development plays a key role in improving laboratory quality management by enhancing staff skills and knowledge to implement and maintain the quality management system (QMS). This research aims to identify and prioritize continuing training needs for Moroccan laboratory professionals in QMS and to formulate recommendations for suitable training programs. Methods The present research is a cross-sectional, quantitative study conducted among a larger group of laboratory professionals from September 2021 to May 2023. The data collection tool was a self-administered questionnaire. Statistical data analysis was performed by IBM SPSS version 22.0 software calculating Chi-square. Results A total of 478 people participated in the study. Participants’ training needs on various topics related to quality in medical laboratories ranged from 68.20% to 84.52%, covering several subjects such as quality tools (82.01%), continuous improvement (83.68%), ISO 9001 (83.26%), and ISO 15189 (79.71%). Conclusions The results indicate a favorable trend toward continuing training in QMS. These suggestions should be considered when formulating future training programs to foster strong commitment and continuous improvement of skills, thereby improving the quality of healthcare provision and guaranteeing patient safety.
38
Bibi, Sajida, Khawaja Hisham Ul Hassan, Syed Tasleem Abbas Shah, Farhana Akmal, and Muhammad Saqib. "Exploring the Perceptions of Teachers on the Impact of Professional Development Programs in Enhancing Teaching Quality." Journal of Asian Development Studies 13, no. 2 (2024): 312–22. http://dx.doi.org/10.62345/jads.2024.13.2.27.
Full textAbstract:
This qualitative research study examines the multifaceted impact of training programs on educational performance within educational institutions, focusing on the Layyah district. The study sample consists of ten secondary school teachers selected from different schools in the Layyah district. Through thematic analysis of key themes, including improved instructional strategies, improved classroom management, technology integration, increased collaboration among educators, implementation challenges, and success factors, essential insights are uncovered to optimize the effectiveness of training initiatives. The findings highlight the importance of a culture of continuous learning among teachers, supported by clear communication, strong leadership, and comprehensive support. Furthermore, for successful implementation, embracing technology integration and addressing challenges such as resistance to change and resource limitations is essential. Recommendations include allocating adequate resources, promoting collaboration, embracing technology integration, and providing ongoing support mechanisms. Emphasis is also placed on continuous monitoring and evaluation of training programs to ensure alignment with changing needs and maximize impact on teaching performance and student outcomes. This study provides practical guidance to educational institutions seeking to improve teaching effectiveness through targeted training initiatives, ultimately benefiting teachers and students.
39
Tatyana Ivanovna, Avdyukhina, Androsov Andrey Anatolevich, Gololobova Tatyana Viktorovna, and Dovgalev Anatoliy Semenovich. "Modern problems and areas of training specialists in the field of disinfectology." Disinfection affairs, no. 4 (December 2022): 37–44. http://dx.doi.org/10.35411/2076-457x-2022-4-37-44.
Full textAbstract:
The article highlights the current problems of training medical personnel in the field of disinfection, the role of the quality of training specialists in the implementation of professional activities, the requirements for the development and implementation of educational programs of training in residency and additional professional programs, the features of maintaining modern databases on the education of specialists. Algorithms of formation by specialists and personnel services of applications for training in additional professional programs on the portal of continuous medical education of the Ministry of Health of the Russian Federation are presented. Keywords: disinfection, education programs, quality training RMACPE/FGBOU DPO RMANPO of the Ministry of Health of the Russian Federation.
40
Sorin, Cristea. "The Professional Development of Teaching Staff." Journal of Educational Theory and Practice DIDACTICA PRO... 22, no. 5 (135) (2022): 53–56. https://doi.org/10.5281/zenodo.7271253.
Full textAbstract:
The professional development of teaching staff is determined by the initial and continuous training models ad- opted at educational policy level and constructed according to the educational, psychological, and social skills that are to be involved in a cultural, individual, and community manner, deontologically and axiologically. The quality of this professional development reflects, a), the stability of the educational concepts involved in the training and permanent development of the teacher’s personality; b), the complexity and profundity of the educational qualities that had been planned and obtained over time, at both individual and social (community, deontological, and cultural) level; c), the consistency of the assumed deontological status and of the educational roles that had been extended over time; d), the superiority of the teacher training obtained at the relevant university cycles – License and Master’s, with overtures towards a doctoral (professional and academic) degree. The consistency of the deontological status of the teacher resides in their quality as a specialist in education based on one or more academic subjects (such as Romanian Language and Literature, Mathematics, Biology, Physics, Geography, History, Economics, Psychology etc.), which they have mastered in a formal university context in order to be able to perform various educational roles, multiplied at school and extra-school, didactic and extra-didactic level. The superiority of their pedagogical education is socially validated in a formal university framework, which is currently organized according to the Bologna model, in cycles that had been designed to ensure a wide specialization at License level, with a further in-depth focus at Master’s and Doctoral level.
41
Nitin, Singh. "TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT FOR INCLUSIVE EDUCATION." Scholarly Research Journal for Humanity Science & English Language 13, no. 67 (2025): 186–97. https://doi.org/10.5281/zenodo.15315471.
Full textAbstract:
<em>Inclusive education aims to ensure that all students, regardless of their diverse abilities, backgrounds, or needs, receive quality education in a supportive and equitable environment. However, the successful implementation of inclusive education relies heavily on the capacity and preparedness of teachers to meet the varied learning requirements of their students. Teacher training and professional development are crucial components in equipping educators with the necessary skills, knowledge, and strategies to support inclusive practices effectively in the classroom.</em> <em>This paper explores the importance of comprehensive teacher training and continuous professional development in fostering inclusive education. It discusses the key components of inclusive education training programs, including differentiation, Universal Design for Learning (UDL), classroom management for diverse learners, and the use of assistive technologies. Furthermore, the paper highlights the challenges teachers face, such as a lack of resources, insufficient training, and limited institutional support, which can hinder the successful implementation of inclusive education.</em> <em>The research also examines the role of ongoing professional development in enhancing teachers' ability to address the needs of students with disabilities, students from marginalized backgrounds, and those requiring additional support. Effective professional development programs are those that provide teachers with practical, hands-on strategies, as well as opportunities for collaboration and reflection. Additionally, the paper emphasizes the importance of building a culture of inclusivity within schools, where teachers are supported and encouraged to continuously develop their skills.</em>
42
Verkhoturtsev, Yurii D. "EDUCATIONAL ENVIRONMENT POTENTIAL TO IMPROVE CADET TRAINING QUALITY." Russian Journal of Education and Psychology 15, no. 3 (2024): 103–16. http://dx.doi.org/10.12731/2658-4034-2024-15-3-582.
Full textAbstract:
The article considers various conceptual approaches to the conceptualization of educational environments. Its main components are considered. Directions and indicators influencing the improvement of the quality of education are highlighted. Prior directions in the educational environment of military educational organizations of higher education (military education organizations) influencing the quality of military-professional education are defined. Attention is focused on the fact that understanding its main components and the relationships between them will allow us to develop and implement effective strategies for improving the quality of training for military personnel. It is concluded that it is necessary to constantly monitor and study the educational environment to timely adapt its components to modern life conditions that affect the quality of military professional education. The purpose of the article is to identify the components of the educational environment of military educational institutions, the development and improvement of which will lead to the improvement of the quality of military professional education. Method and methodology. The research is based on the methods of studying and analyzing scientific publications, systematizing the studied information, and searching for optimal solutions. Results. The components of the educational environment of a military educational organization, which have a direct impact on the quality of military professional education, are described. Attention is paid to the necessity of continuous improvement and development of the components of the educational environment of a military educational organization, taking into account its variability and dependence on economic, political, and social changes in society. Scope of application of the results. The obtained results can be applied to the didactics of higher military education in order to improve the quality of military professional education.
43
Rudneva, T. I. "QUALITY OF THE EDUCATIONAL PROCESS IN POSTGRADUATE STUDY." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 23, no. 79(2) (2021): 209–14. http://dx.doi.org/10.37313/2413-9645-2021-23-79(2)-194-209-214.
Full textAbstract:
The innovative activity of the lecturer required an understanding of the content and means in a continuous system of preparation for professional activity at a university that integrates two functions – a lecturer and a researcher. The traditional training of postgraduate students is expressed by the predominance of its scientific component and the result in the form of a thesis. The reform of the Russian educational system made adjustments to postgraduate training as the third level of higher education. The results of research indicate a low quality of postgraduate students’ readiness to organize scientific search in the field of specific science. It is noted that postgraduate students studying in the field of “theory and methodology of professional education” acquire methodological competence by mastering a significant number of psychological and pedagogical disciplines and pedagogical practice during the first year of study, but experience difficulties in organizing scientific research due to unformed methodological competence. The article summarizes the experience of postgraduate training in the logic of the continuous development of professionalism in the system of intramural advanced training.
44
Fakhar, Hamza, Karim Ouadrhiri, Mohammed Lamrabet, Noureddine Echantoufi, Khalid El khattabi, and Lotfi Ajana. "Teachers’ engagement in online continuous professional training programs in Morocco." International Journal of Multidisciplinary Research and Growth Evaluation 5, no. 3 (2024): 585–94. http://dx.doi.org/10.54660/.ijmrge.2024.5.3.585-594.
Full textAbstract:
This research delves into an extensive examination of online professional development programs for educators across Morocco, orchestrated by the Ministry of National Education, Pre-school and Sports, Fez-Meknes Regional Academy in collaboration with the Morocco-Korea Training Center (CMCF) Division Fez-Meknes; Also, a project within associative frameworks. Central to this investigation is the exploration of how online competency assessments within these training modules correlate with the attrition rates among educators, a phenomenon that has gained significant attention. Our goal is to identify strategies to address this challenge, emphasizing the crucial role of ongoing teacher training in enhancing educational quality. Our analysis indicates that online assessments serve a dual purpose: they act as a stimulant for teachers striving to update their skills in response to scientific and technological progress. Conversely, for those whose primary aim is to accumulate certificates for personal advantage, these evaluations might act as a deterrent, diminishing their engagement in the programs.
45
Minică, Mirela, Lavinia-Maria Nițulescu, and Alina Constantin. "The Importance of Educational Institutions for the Employees’Professional Development." Educatia 21, no. 25 (November 30, 2023): 321–25. http://dx.doi.org/10.24193/ed21.2023.25.36.
Full textAbstract:
The continuous professional training of didactic personnel at the level of the pre-university education system is coordinated at the level of the Ministry of Education, in accordance with national strategies and policies. This includes professional development and career development according to art. 242, para. (1) the National Education Law no. 1/1011, with subsequent amendments and additions. Continuous training is both a RIGHT and an OBLIGATION, according to the legislation in force (https://www.edu.ro/formare-continua). Involving the school in providing professional development opportunities for teachers helps them develop their skills, improve their teaching practices and feel supported in their professional development. A collaborative school culture, based on mutual support, between teachers and between teachers and the school principal positively influences the teachers’ motivation, teaching quality and job satisfaction (Eurydice, 2015). The present paper presents the results of a quantitative study (a sociological survey based on a questionnaire), with the aim of identifying the perception of didactic personnel regarding the contribution of the educational institution to their career development. It starts from the following premise: the more the educational institution gets involved in the professional training activities of its didactic personnel, the more teachers will be motivated for career development.
46
Shevtsov, Andrii G., and Svitlana M. Burenok. "READINESS FOR LIFELONG LEARNING OF HEALTHCARE PROFESSIONALS." Ukrainian educational and scientific medical space, no. 1 (December 1, 2023): 4–9. http://dx.doi.org/10.31612/3041-1548.1.2023.01.
Full textAbstract:
The aim of the study. To identify the degree of readiness of medical workers of a multidisciplinary health care institution for lifelong learning and the ability of the Advanced Training Center "Institute of Postgraduate Education" to meet the needs of health care specialists in continuous professional development and ensure the quality of the educational process. Materials and methods. The research was carried out using the following methods: sociological survey (questionnaire, interview), systematic analysis, expert evaluations. Completed copies of questionnaires (60 units), interview recordings (20 units), results of analysis of documents (7 units) accompanying the educational process were used. Results. It was established that the personal needs and requests of medical workers of a multidisciplinary health care institution are related to the need to: acquire new knowledge and skills that meet the requirements of modern medical practice; professional career development, raising one's own status; satisfaction of personal interests not related to their main specialty. The needs and tasks of continuous professional development, which lasts throughout a person's life, are meaningfully and structurally realized within the framework of the activities of the "Institute of Postgraduate Education" Professional Development Center, which organizationally, consistently and chronologically ensures the quality of the educational process by: methodical support of educational programs, selection and implementation of new technologies training, self-education and effective motivational tools for listeners for continuous professional development. Conclusions. The research results allow us to outline the priority tasks in the development of new technologies, programs, and recommendations that best meet the educational needs of medical workers, which are necessary for their professional activities, taking into account various forms and methods of training that best meet their individual needs.
47
Syaroh Amaliyah, Rizqi. "Analysis of the Effectiveness of Employee Training and Development In Islamic Boarding Schools in Improving the Quality of Education." Jurnal Impresi Indonesia 3, no. 6 (2024): 438–45. http://dx.doi.org/10.58344/jii.v3i6.4954.
Full textAbstract:
Traditional educational institutions such as Islamic boarding schools combine a curriculum that includes religious subjects, such as tafsir, hadith, and fiqh, with general subjects, such as math, science, and languages. This study aims to analyze the effectiveness of employee training and development in boarding schools in improving the quality of education. Using a qualitative approach, this study examines various training and development programs implemented in several Islamic boarding schools, as well as their impact on the competence of teaching and education personnel. Data were collected through literature studies and analyzed to identify the relationship between training programs and improved performance and teaching quality. The results showed that systematic and continuous training significantly improved the skills and knowledge of the educators, which contributed to a more effective and adaptive teaching and learning process. In addition, continuous professional development helps educators in pesantren to remain relevant to developments in teaching methodologies and educational technology. These findings confirm the importance of investing in staff training and development as a key strategy to improve the quality of education in pesantren.
48
Abbas, Muhammad, Saba Tariq, and Muhammad Jamil. "Continuous Professional Development (CPD) and Quality Education of Primary School Teachers: A Quantitative Study in Lahore, Punjab." Global Educational Studies Review VI, no. IV (2021): 206–12. http://dx.doi.org/10.31703/gesr.2021(vi-iv).21.
Full textAbstract:
CPD programme provides teachers' training to in-service teachers according to their needs and requirements for the enhancement of quality education. The current study aimed to find out the effect of CPD on quality education of Primary School Teachers' training programmes. The main purpose of the CPD program was to polish the pedagogical skills, content knowledge, and competencies of the respondents. The current study was quantitative and descriptive. All the Primary school teachers working at the primary level from the Lahore district were selected as population. The sample of the study was30male primary school teachers. The data were collected through a five-point Likert scale. Data were analyzed through SPSS 21 through frequency distribution. The findings revealed that all male teachers of the public school strongly agreed that through Continuous Professional Development (CPD) program, the pedagogical skills, content knowledge, and competencies were increased of in-service teachers. It is suggested that primary school teachers should be provided CPD training for their professional development, pedagogical skills, and competency.
49
A.O., Afolabi, Abioye P.O., Akin-Ayankunle M.O., et al. "Nurses’ Assessment of the Mandatory Continuing Professional Development Program in Osun State, Southwest, Nigeria." African Journal of Health, Nursing and Midwifery 4, no. 6 (2021): 119–38. http://dx.doi.org/10.52589/ajhnm-5ves8sqn.
Full textAbstract:
Continuing Professional Development Programs have been identified as an important strategy towards improving basic professional skills and competence of health care professionals. This study explored nurses’ perception about the Mandatory Continuing Professional Development Program (MCPDP) and assessed nurses’ satisfaction with the Continuing Professional Development Program in Nigeria.Study adopted sequential explanatory mixed methods, using both quantitative and qualitative data collection methods. The quantitative aspect included 412 nurses in Osun state, Nigeria selected through multistage sampling. Data was analyzed at univariate, bivariate and multivariate levels using appropriate statistics, level of significance was p<0.05. The qualitative aspect of the study employed in-depth interview; responses were analyzed thematically. Findings showed that 72.8% of the nurses had positive perception about the MCPDP, 66.3% assessed the MCPDP training as very useful, 31.3% and 2.4% assessed the training as moderately useful and useful respectively, 57.0% were very satisfied with the MCPDP training, 41.5% were satisfied while1.5% nurses were indifferent. Regression analysis revealed that nurses’ years of working experience (OR = 0.24, CI = 0.10-0.62, p = 0.003) significantly influenced perception about the MCPDP. Study concluded that professionalism in nursing should focus on ensuring quality years of working experience and effective Continuous Professional Development for all categories of nurses.
50
Mitikhin, V., T. Solokhina, L. Burygina, and L. Alieva. "The nurses’ assessment of the psychiatric care quality and the development of measures to improve it." European Psychiatry 67, S1 (2024): S283—S284. http://dx.doi.org/10.1192/j.eurpsy.2024.592.
Full textAbstract:
IntroductionThe development of the methodology for the psychiatric care quality managing is associated with the implementation of criteria and standards, systematic evaluation and the continuous improvement of the care quality. Important role in assessing the care quality belongs to the specialists of the psychiatric services, who are both “providers” and “internal consumers” of care. At the same time, it is especially significant to take into consideration the opinion of nurses, as the largest group of specialists working in psychiatric institutions and directly providing treatment and care for patients.ObjectivesTo assess the quality of care by nurses of psychiatric institutions and to develop evaluation criteria and measures to improve the quality of care.MethodsQuestionnaire «Assessing the satisfaction with quality of care by medical staff of psychiatric institution», including 78 questions about the quality of the structure, process and results of activities (Solokhina et al., 2014); adapted questionnaire «Assessment of the burden of psychiatric staff working in psychiatric institution», including 52 questions (WHO, 1994). The study involved 35 nurses of inpatient and outpatient services of Moscow psychiatric hospital № 4 named after P.B. Gannushkin.ResultsIt was found that 76,5% of respondents were satisfied with the quality of proved care in general and 78,2% of them were satisfied professional level of medical staff. The lower satisfaction was obtained when the other aspects were assessed. For example, only 58,6% of respondents were satisfied by relations with colleagues, 55,9% – by support from administration correspondingly. Dissatisfaction of nurses was related with working conditions, salary, excessive control by administration, insufficient professional training and lack of participation in the assessment of the institution’s activities.It was revealed that the integral index of professional burden of nurses was at the average level (1,47±0,26). Inverse correlations between burden of staff and satisfaction with quality of care and institution’s activities were established. This allows to consider the professional burden as criterion in assessing the quality of care. Using obtained results, a training aimed at improving the communicative competence of medical personnel was developed and implemented in practice (Trushkina, Solokhina, 2019). For today more the 60 nurses have taken part in this training. The results demonstrate the professional growth of the participants and their communication patterns expansion.ConclusionsNurses’ satisfaction and indicators of professional burden both can be used as criteria of assessment of the psychiatric care quality. It is also necessary to introduce in psychiatric institutions training aimed at continuous professional skills improving.Disclosure of InterestNone Declared