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PubMed2005

The challenges for clinical ethics education in Europe.

The experiences of bioethics education tend to be provided at three levels. At undergraduate level a more general approach to bioethics is offered that may include both medical and non-medical students. Post graduate education may be formal, usually at advanced degree of doctorate level, or part of continuing professional development, either in the form of a course in clinical bioethics or through experienced gained by sitting on a clinical ethics committee. Two of these postgraduate approaches--a Masters programme in bioethics and the experience gained in developing a Hospital based bioethics programme--are considered in more detail in this presentation.

Bioethics↗
PubMed2005

The art of psychiatry.

Psychiatrists would undoubtedly support the notion of promoting such qualities as empathy, sensitivity and caring in the pursuit of good clinical practice. However, cultivating what we may call the "art of psychiatry" is not straightforward, since the qualities that constitute it are elusive. I propose that the means by which we can accomplish the goal of relating empathically and compassionately to our patients and their families is by regarding the humanities and the sciences as of equal relevance and as complementary. The humanities, particularly literature, the visual arts, film and music, are most suited to promoting empathic skills when they are woven into the clinical scenario. Examples are provided to demonstrate how this may be achieved. Were we to succeed in highlighting the art of psychiatry in our educational programs, and as part of continuing professional development, I surmise that our patients and their families would be the beneficiaries. We cannot merely vow to act empathically and sensitively. Instead, we should embark on a lifelong journey through the wonderful world of literature, the visual arts, film and music. The experience will not only prove appealing and engaging, but it will also go far to enrich our personal and professional lives.

Journal Article↗
PubMed1997

The European Register for Clinical Chemists. (European Communities Confederation of Clinical Chemistry, Working Group on Registration).

To ensure freedom of movement in the European Union, a limited number of professions is regulated by a so-called Sectorial Directive; all other disciplines, including clinical chemistry, fall under a General Directive. However, clinical chemists in the EU wish their specialty to be more specifically regulated; this means that common standards of education, training, experience and compliance with continuing professional developments must be guaranteed. Therefore, the European Communities Confederation of Clinical Chemistry (EC4) is about to implement the European Register for clinical chemists, and has composed a guide to this Register. The document describes the conditions for entry to specialty training, the minimum standards for registration (university education and postgraduate vocational training with a minimum total of eight years), the competencies of those qualifying for registration, and the operation of the register. Registration guarantees professional and managerial competencies; the title conferred is "European Clinical Chemist". EC4 recognises the existing national registers as far as they are based on the minimal requirements as indicated. An EC4 Register Commission (EC4RC) will maintain and control the European Register, supported by National Clinical Chemistry Registration Committees (NCCRC). An NCCRC controls the quality of the education in each country and assesses candidates. An individual (EU citizen or non-EU citizen trained in an EU country) applies privately for the European Register to EC4RC and, where applicable, the application is accompanied by a document from the NCCRC of the country of registration, stating that the applicant has the necessary qualifications. For EU citizens trained outside the EU the final decision is with EC4RC; non-EU citizens not trained in an EU country are not eligible for registration. Registration is renewed once every five years.

Chemistry, Clinical↗
PubMed2006

Effectiveness of continuing education programmes in nursing: literature review.

AIM: The aim of this paper is to review the literature on what facilitates or inhibits continuing education in nursing and to identify ways to make continuing education more effective. BACKGROUND: [corrected] Healthcare professionals have always been encouraged to update their knowledge and maintain clinical competence. The rapid changes currently taking place within healthcare systems have increased the pressure from direct care providers, professional bodies and the general public for nurses to engage in continuing education programmes. Despite a growing body of empirical research on this topic, the effectiveness and impact of continuing education remains underexplored. METHOD: A literature search was conducted in January 2005 using CINAHL, Medline, the Cochrane databases and the Internet. Keywords used were: 'continuing education', 'professional development', 'viability of continuing education/professional development programmes', 'evaluation of continuing education/professional development programmes' and 'effectiveness of continuing education/professional development programmes'. No date restrictions were imposed. RESULTS: Factors that facilitate the implementation of continuing education in nursing arise from individual, professional and organizational perspectives. While the philosophy behind continuing education is to encourage nurses to become lifelong learners, the learning method chosen for such programmes is often didactic in nature, as opposed to encouraging nurses to take initiative and direct their own learning. Continuing education is intended to ensure healthcare practitioners' knowledge is current, but it is difficult to determine if those who attend these courses are implementing what they have learnt. CONCLUSION: To make continuing education programmes more effective, nurses need to have a more participatory role in their learning. A concerted effort should be made to make continuing education attainable and realistic.

Attitude of Health Personnel↗
PubMed1995

A supervisory model of professional competence: a joint service/education initiative.

This article is concerned with describing how a National Health Service (NHS) Hospital Trust teamed up with a College of Nursing and Midwifery to develop a model of clinical supervision. The article discusses definitions of clinical supervision, which were used as a basis for the development of the model; identifies the roles and responsibilities of clinical supervisors and describes the foundations of an integrated system of educational and professional development. The model aims to set standards for clinical competence which facilitate continuity in professional development throughout the practitioner's career. The collaboration between the two organisations has ensured that the model reflects the inter-relationship between theory and practice, thus enhancing both academic and professional development. The result is a comprehensive model for clinical supervision which encompasses key national initiatives in both professional and educational fields; in particular the United Kingdom Central Council (UKCC) requirements for continuing registration, maintenance of a portfolio of professional development, and continuing education (PREP) and the Ten Key Characteristics of the English National Board (ENB) Higher Award. It also encourages practitioners to demonstrate good practice through the requirement to articulate and enhance professional knowledge using a portfolio, along with a system of peer review and defined clinical competencies.

Clinical Competence↗
PubMed1989

[Dentist's continued professional training and development].

A high level of qualification is the most important factor for the increase of common labour capacity. The pregraduate and graduate education of the dentist in GDR is regulated according to present and future need. Actually the accent must be put on postgraduate teaching of dentists.

Dentists↗
PubMed2005

'Working from the inside': an infrastructure for the continuing development of nurses' professional clinical practice.

AIM: This paper describes how the nursing executive of a tertiary referral facility revisited their management structures and responsibilities to create a new, sustainable infrastructure that supports research and education at the core of nursing practice and not at the periphery. BACKGROUND: Nursing executive and senior management groups are charged with the ultimate responsibility of ensuring the highest possible quality nursing care within their facility. In the current health care climate the aim for best practice conflates with evidence-based practice that can be notoriously difficult to achieve due to the many barriers to integrating research findings into practice. KEY ISSUES: Research and education activities have been established as fundamental to core business under a simple evidence-based practice model. CONCLUSION: The value of a synthesis between the clinical areas with the nursing education and research division has been recognized to better achieve the goal of improved services.

Australia↗
PubMed2006

[The system of continuing professional education of medical doctors in Austria. Structure, guidelines and quality management].

This article describes the system of continuing medical education in Austria. Pursuant to section sign 49 para.1* of the Austrian Medical Law 1998/Amendment 2001, Austrian doctors are under the obligation to participate in continuing professional education according to the guidelines of the Austrian Medical Chamber. The Austrian doctors see themselves as members of an independent profession. The Austrian system of continuing (physician) professional education developed continuously, for one, based on the principle of self-responsibility of licensed doctors and for the other, on the responsibility for self-administration of the medical profession. The participation in CPD or CME events, which are quality assured by a given set of rules, is documented by a time-limited diploma issued by the Austrian Medical Chamber. The recognition system comprises CPD-CME events in Austria as well as abroad, literature study under specific rules including an assessment system and the use of electronic media. The CPD-CME guidelines are updated annually by the Austrian Medical Chamber. The permanent maintenance and administration of the CPD-CME Programme of the Austrian Medical Chamber (Diplom-Fortbildungs-Programm, DFP), was handed over to the Austrian Academy of Physicians, which is under the obligation to report to its founding body, the Austrian Medical Chamber.

Accreditation↗
PubMed1990

Continuing professional education needs of clinical dietitians in Pennsylvania.

A multimethod needs assessment generated both qualitative and quantitative data about continuing professional education needs and interests of Pennsylvania clinical dietitians. The study also evaluated three different needs assessment procedures. First, data were obtained from 22 clinical dietitians invited to participate in focus group interviews. The dietitians suggested continuing education topics representing four aspects of practice: clinical, procedural, professional development, and management skills. With the data obtained, two needs assessment instruments subsequently were prepared and distributed at a statewide conference. Fourteen percent of 650 attending dietitians volunteered to participate in the needs assessment process. Forty-four completed a survey using an electronic preference recording device, and 50 completed printed questionnaires. Although not directly comparable, responses to both questionnaire formats generally confirmed suggestions obtained from focus groups. Topics such as computer applications, patient education, staff development, and time management led the wide variety of choices selected. Respondents favored live, affordable, conveniently located programs delivered effectively by experts using a participatory format. Of the three assessment procedures used, focus group interviews provided the most detailed information for planning continuing education. Surveys based on focus group results are useful for contributing quantitative data. We conclude that a comprehensive plan for dietitians' professional development through continuing professional education should include structured needs assessments. The assessments are necessary to determine the diverse and changing concerns, needs, and preferences of dietitians and the organizations employing them.

Dietetics↗
PubMed2001

Professional development for dentists: patterns and their implications.

BACKGROUND: Approaches to models of professional development for dentists continue to evolve. This study examined the participation and attitudes of dentists in non-formal and informal professional development and continuing dental education. METHODS: Two methodologies were utilised: a self-administered cross-sectional survey of dentists in Victoria, Australia (conducted October to December, 1994), and a review of the records of the Continuing Education Unit of the School of Dental Science at The University of Melbourne for 1995 to 1999. For the cross-sectional survey, the sampling frame was the register of dentists of the Dental Board of Victoria in 1994. RESULTS: From a sample of 616 dentists invited to participate, 396 usable questionnaires were returned (response rate, 66.8 per cent). The valid data indicated that 52.5 per cent of dentists belonged to a study group, 66.5 per cent subscribed to at least one dental journal (other than the Australian Dental Journal), 88.9 per cent discussed dental matters with colleagues regularly, 98.6 per cent personally assessed their own work, 13.3 per cent did not attend continuing education courses and 18.1 per cent did not complete any courses in the year preceding the survey. Participation patterns in continuing education courses were related to socio-demographic characteristics of dentists. Some support was apparent for flexible delivery options for professional development. CONCLUSIONS: Involvement of dentists in Victoria, Australia in professional development activities is high, with complex participation patterns. Whether these patterns adequately address their own and the community's needs for such activities is debatable. Such issues should impact on any regulatory models for professional development for dentists and the development and use of alternative continuing education modalities.

Analysis of Variance↗
PubMed2005

The continued evolution of the credit system.

In its ongoing support of continuous physician professional development, the American Medical Association (AMA) for use in the AMA Physician's Recognition Award has adopted 2 new learning platforms: Performance Improvement (PI) and Internet Point of Care (PoC). This article highlights the process that led to their adoption and places these new forms of continuing and physician professional development in the framework of existing continuing medical education (CME). The article calls for new research that revisits existing data on physician learning and prepares to incorporate provider experience with "practice situated" forms of CME. The Conjoint Committee on CME may serve as an important contributor to this process by enabling valuable dialogue among stakeholder organizations.

American Medical Association↗