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PubMed2004

Teaching business ethics to professional engineers.

Without question "business ethics" is one of the hot topics of the day. Over the past months we have seen business after business charged with improper practices that violate commonly-accepted ethical norms. This has led to a loss of confidence in corporate management, and has had severe economic consequences. From many quarters business educators have heard the call to put more emphasis on ethical practices in their business courses and curricula. Engineering educators are also heeding this call, since the practice of engineering usually involves working for (or leading) a business and/or engaging in business transactions. In the summer of 2002, Auburn University's Engineering Professional Development program made the decision to produce--based on the author's Executive MBA course in Business Ethics--a distance-delivered continuing education program for professional engineers and surveyors. Participants across the USA now may use the course to satisfy continuing education requirements with respect to professional licensing and certification. This paper outlines the purpose and content of the course and describes its production, distribution, application, and evaluation.

Commerce↗
PubMedDate not supplied

Immunisation: to protect yourself (continuing education credit).

This unit of learning provides you with a comprehensive review of immunisation: how immunity develops, the means by which we can stimulate immunity, the nurse's role and areas of responsibility. This unit is relevant to the UKCC Professional Development category of Reducing Risk.

Adolescent↗
PubMedDate not supplied

Recent advances in pharmacotherapy for cancer pain management.

PURPOSE: This review provides an outline of several recent advances in drug treatment options and strategies for managing cancer pain. OVERVIEW: The development of cyclooxygenase-2-selective nonsteroidal anti-inflammatory drugs (NSAIDs) and transmucosal fentanyl citrate provide new pharmacologic options for the treatment of cancer pain. Combinations of opioid agonists and antagonists have provided data on new strategies to balance effective analgesia with analgesic-related adverse effects. In addition, the spectrum of adjuvant agents for the treatment of neuropathic pain has been extended to various antidepressants and topical analgesics. There is continued research on the role of the N-methyl-d-aspartate (NMDA) receptor and, specifically, on NMDA receptor antagonists that may augment analgesia and combat opioid resistance. Finally, a more potent generation of bisphosphonates may lead to improved pain relief for patients with bone metastases. CLINICAL IMPLICATIONS: With a combination of emerging new clinical research and professional practice experience of the cancer care team, new strategies will continue to be developed and implemented, resulting in the continued improved care of patients with cancer.

Analgesics, Opioid↗
PubMed1997

Wound cleansing...(continuing education credit).

This article aims to develop the nurse's understanding of wound cleansing, infection and colonisation, and includes a look at the use of topical and systemic antibiotics and topical antiseptics. It relates to UKCC professional development category: Care enhancement and Practice development.

Anti-Infective Agents, Local↗
PubMed2000

[Psychiatrist, quo vadis? Differences between neurology and psychiatry, between molecular- and social engineering as exemplified by standards and continuing education for psychiatrists in the Netherlands].

Changes and growing uncertainty about the professional identity of Dutch psychiatrists can already be recognized in the early years following World War II. This is illustrated by a quotation from H.C. Rümke taken from his speech in 1954 entitled "A Flourishing Psychiatry in Danger." Thus the stage was set for the central theme of this article concerning the mental health care system typical for the Netherlands and the development of multidisciplinary teams. In anticipation of the present situation, some future prognoses are also mentioned from K.P. Kisker's "A Prognosis of Therapeutic Practice in Psychiatry" (German: "Prognose der psychiatrischen Therapeutik") of 1973 in the opening section as background to the question: from today's point of view and in the face of scientific developments threatening the field, how does the need for identity and continuity in psychiatry relate to social, sociopolitical, and cultural factors? The first part of the discussion describes the development from combined neurological specialization to the separate fields of psychiatry and neurology. The second describes present day professional training in psychiatry. The conclusion highlights the efforts of the Dutch Psychiatry Association to use a so-called psychiatrist's profile (1996) to establish a consensus on long-term general acceptance in the comprehensive and multifaceted Dutch psychiatric care system. On the one hand, efforts are being made to maintain the unity of psychiatry, both as a professional field and as a special discipline. On the other hand, it is assumed that, at the end of their professional training, psychiatrists have an almost Protheus-like ability to develop and change in order to be successful in a wide variety of scientific subspecialties, professional roles, and institutional functions.

Curriculum↗
PubMedDate not supplied

Education: the key to HIM transformation.

Vision 2006 is pointing the way to the transformation of HIM practice. But without individual action, the vision will not bear fruit. Education and professional development are the keys to making the transition to HIM professionals' roles and responsibilities in the next century.

Benchmarking↗
PubMed1992

Independent learning among general practice trainees: an initial survey.

Self-directed learning is a natural way for adults to learn. Vocational training for general practice is a preparation for unsupervised clinical work that will be supported, in the main, by continuing medical education. This study uses the Self-Directed Learning Readiness Scale to investigate factors influencing readiness for such learning among a sample of general practice trainees. Three principal factors emerged from analysis: enjoyment and enthusiasm for learning; a positive self-concept as a learner and a factor suggesting the possibility of a 'reproducing' orientation to learning. These factors may reflect approaches to learning in general rather than these adopted for professional learning, but offer helpful pointers for the development of both vocational training and of continuing medical education.

Attitude of Health Personnel↗
PubMed2005

Entrepreneurship in continuing dental education: a dental school perspective.

The definition of continuing dental education is presented, along with its benefits to the profession. The preeminence of dental schools in providing lifelong learning opportunities and freedom from commercial involvement that existed even twenty years ago has changed. Less than a quarter of CE takes place in school, and the focus there is increasingly on material with deep scientific background and hands-on learning. The newest innovations and those with the greatest commercial potential are taught elsewhere. Proposed changes in the ADA CERP standards would take on a "purist" approach that could place dental schools at a severe disadvantage while allowing "for profit" institutes to flourish and thus further undermine the role dental schools can play in providing quality professional development experiences.

American Dental Association↗
PubMed1999

Genetic testing for cystic fibrosis. National Institutes of Health Consensus Development Conference Statement on genetic testing for cystic fibrosis.

OBJECTIVE: To provide health care providers, patients, and the general public with a responsible assessment of the optimal practices for genetic testing for cystic fibrosis (CF). PARTICIPANTS: A nonfederal, nonadvocate, 14-member panel representing the fields of genetics, obstetrics, internal medicine, nursing, social work, epidemiology, pediatrics, psychiatry, genetic counseling, bioethics, health economics, health services research, law, and the public. In addition, 21 experts from these same fields presented data to the panel and a conference audience of 500. EVIDENCE: The literature was searched through MEDLINE, and an extensive bibliography of references was provided to the panel and the conference audience. Experts prepared abstracts with relevant citations from the literature. Scientific evidence was given precedence over clinical anecdotal experience. CONSENSUS PROCESS: The panel, answering predefined questions, developed its conclusions based on the scientific evidence presented in open forum and the scientific literature. The panel composed a draft statement that was read in its entirety and circulated to the experts and the audience for comment. Thereafter, the panel resolved conflicting recommendations and released a revised statement at the end of the conference. The panel finalized the revisions within a few weeks after the conference. CONCLUSIONS: Genetic testing for CF should be offered to adults with a positive family history of CF, to partners of people with CF, to couples currently planning a pregnancy, and to couples seeking prenatal care. The panel does not recommend offering CF genetic testing to the general population or newborns. The panel advocates active research to develop improved treatments for people with CF and continued investigation into the understanding of the pathophysiology of the disease. Comprehensive educational programs targeted to health care professionals and the public should be developed using input from people living with CF and their families and from people from diverse racial and ethnic groups. Additionally, genetic counseling services must be accurate and provide balanced information to afford individuals the opportunity to make autonomous decisions. Every attempt should be made to protect individual rights, genetic and medical privacy rights, and to prevent discrimination and stigmatization. It is essential that the offering of CF carrier testing be phased in over a period to ensure that adequate education and appropriate genetic testing and counseling services are available to all persons being tested.

Consensus↗
PubMed2002

Conserving biodiversity that matters: practitioners' perspectives on brownfield development and urban nature conservation in London.

Policies designed to conserve sites of nature conservation importance are an important aspect of city planning in the UK. London has led the way in putting in place a spatial hierarchy of sites of nature conservation importance designed to protect wildlife habitats from development. Some wasteland habitats associated with derelict and vacant land receive protection in this way but development pressure on these so-called 'brownfield sites' is high and is likely to continue. This paper examines how conservation professionals in the private, public and voluntary sectors are responding to the threats of biodiversity loss and opportunities for habitat creation posed by re-development of brownfield sites. The study draws on in-depth interviews conducted with conservation professionals and the practices employed by ecological advisers employed by developers seeking to re-develop wasteland sites. It finds that practitioners are negotiating their role in the re-development process in different ways. Key issues relate to the role of ecological science in codifying wasteland habitats, uncertainties about how best to evaluate the conservation importance of such sites and the strategies and tactics employed by different practitioners as they seek to mobilise a range of knowledges and practices to secure ecologically sensitive proposals. Scientific knowledge about wasteland habitats has not stabilised in ways that can consistently inform conservation policy and practice. As a result biodiversity issues of wasteland sites are often discounted in the re-development process. Investment in studies of the basic ecology of urban wastelands could provide a firmer scientific foundation on which conservation policies could build. At the same time, many conservation professionals involved in urban re-development are struggling to promote a pro-active approach to secure environmentally sensitive development. The knowledge and co-operation networks being mobilised to support this approach are fluid and unstable, and favourable development outcomes as yet are few. Formalising these networks to achieve more effective engagements with developers and the construction industry could consolidate ecological practices designed to conserve and re-create the biodiversity of wasteland habitats.

Animals↗
PubMed1991

Education programmes for infection control in Canada.

Formal educational programmes for infection control personnel in Canada are limited and most courses have been directed at infection control practitioners (ICPs). Most ICPs report that their preparation comes from in-post training. Although there have been several short, non-credit courses available in the past, the only course available for ICPs at the present time is an intensive 1-week course. Surveys of nurses and ICPs suggest that they prefer flexibly scheduled university credit courses which will not only prepare them for their positions but also enable them to meet entry-to-practice requirements as recommended by the board of the Canadian Nurses Association. The future development of courses for ICPs must endeavour to meet these needs. Moreover, the educational needs of physicians and other health professionals working in this field have not been well identified or addressed and it is clear that educational programmes must also be developed for these health professionals.

Canada↗
PubMed2005

The role of teamwork in the professional education of physicians: current status and assessment recommendations.

BACKGROUND: The Institute of Medicine (IOM) has recommended that organizations establish interdisciplinary team training programs that incorporate proven methods for team management. Teamwork can be assessed during physician medical education, board certification, licensure, and continuing practice. Team members must possess specific knowledge, skills, and attitudes (KSAs), such as the ability to exchange information, which enable individual team members to coordinate. ASSESSING PHYSICIAN TEAMWORK: KSAs might be elicited and assessed across a physician's career, starting in medical school and continuing through licensure and board certification. Professional bodies should be responsible for the development of specific team knowledge and skill competencies and for promoting specific team attitude competencies. Tools are available to assess medical student, resident, and physician competence in these critical team KSAs. CHALLENGES AND COMPLEXITIES IN TEAM PERFORMANCE MEASUREMENT: For teamwork skills to be assessed and have credibility, team performance measures must be grounded in team theory, account for individual and team-level performance, capture team process and outcomes, adhere to standards for reliability and validity, and address real or perceived barriers to measurement.

Education, Medical↗
PubMed2002

Professional development for general practitioners through fellowship by assessment.

BACKGROUND AND STUDY AIMS: The Royal College of General Practitioners has designed its Fellowship by Assessment (FBA) programme with the twin goals of promoting higher standards of care and offering GPs a professional challenge. By November 2000, 223 eligible doctors (2%) had opted to take FBA. This number is increasing annually. There is, however, little research to account for why GPs undertake it, or what the barriers might be. The aim of our study was to investigate GPs' experience and thinking on this issue. METHODS: A total of 13 GPs who had attained Fellowship by Assessment in the Tamar and Severn Faculties were invited to participate in a qualitative study. They were identified from the list of RCGP Fellows in the Institute of General Practice, University of Exeter, and purposefully selected to include trainers and non-trainers, men and women, rural and urban practitioners, and single-handed and large practices. Analysis of in-depth interviews was informed by grounded theory. FINDINGS: FBA served to acknowledge high standards of care. There was some variation in views about FBA, however, ranging from a perspective which prized the professional award, to the view that endorsed it as a pragmatic and useful way of structuring and monitoring improvements. Fellowship by Assessment improves the care of patients and empowers the doctors by improving their confidence. It is, however, hugely time-consuming and while our findings suggest it should be encouraged, there is a need for ways to be found whereby doctors may be supported in this form of professional development.

Clinical Competence↗
PubMedDate not supplied

Commonalities of the EMS Education Workforce (2004) in the United States.

OBJECTIVES: The purpose of the State of EMS Education Research Project was to quantify the characteristics of those recognized as EMS instructors, what infrastructure supports exist to facilitate the learning process, and what are the attributes and common practices embraced by the profession. The collection of EMS education system data will assist in the continued development and implementation of the EMS Education Agenda for the Future: A Systems Approach. The first phase of the study identified characteristics of the individual educators and their workplace. Based on data collected from a national survey of individuals identified as EMS educators. Phase II of the project utilized a panel of experts to identify common practices in EMS education derived from the data analysis in Phase I. Based on the consensus and description of the common practices, a set of recommendations were developed which would facilitate the transition to future curricula designs and educational delivery methods. METHODS: The methods used in this study replicated those used by Witkin and Trochim (1997 as a formalized group-oriented concept mapping process. The concept statements were derived from data generated by Ruple et al., which attempted to identify and describe the various aspects of the EMS educational process. After a comprehensive listing of the aspects, a reduction and grouping exercise resulted in the identification of 43 concepts. The unstructured sorting task replicated procedures described by Rosenburg and Kim, Trochim, and Weller and Romney. The 13 participants of the technical team (a subset of the task force) were then tasked with individually rating each of the 43 concepts. Cronbach's alpha, as well as, principal component analysis was used to analyze the data and then concept mapping theory was employed to convert the data into concept statements. After the ratings were generated, the concepts were consolidated and reduced to 21 concept statements. A Spearman Rank Order Correlation Coefficient was computed comparing the rank of the top 10 most important concepts with the frequency of citation by the subgroup members and was found to be +0.92 [t(18) = 10.08, p < 0.0005]. The technical team's concept ratings were then validated by the full SEERP Task Force consisting of a national panel of experts in EMS education, administration, state regulation and certification. CONCLUSIONS: There is a need to increase the theory and knowledge base of EMS educators, to prepare the infrastructure for change, and to improve evaluation procedures for student performance and outcomes and the integration of educational technologies. Integration of resources, development of support systems, coordination of initial and continuing education requirements, alliances with professional accreditation services, and partnership building with other allied health and medical academic education systems are priorities for improving the working conditions for EMS educators nationally. Recommendations by the panel are the appropriate response to the current condition of the EMS education setting and a basis on which to begin a seamless transition to the vision of the EMS Education Agenda for the Future: A Systems Approach.

Adult↗
PubMed2001

One year's experience with a program to facilitate personal and professional development in medical students using reflection groups.

PURPOSE: (1) to integrate sociobehavioral science concepts into the early curriculum through a continuity ambulatory clinical experience in primary care, and (2) to expose students to a learning environment in which self-awareness and emotional development are nurtured in the context of dealing with the stresses of an early clinical experience. METHODS: Second-year students spent half a day twice monthly in a primary care community practice, kept a journal of their experiences, and attended biweekly 60-minute Reflection Groups designed to foster personal awareness and empathic witnessing. Analysis of journal entries and Reflection Group field notes identified stressors occurring during the students' clinical encounters. RESULTS: Three sources of stress are illustrated: the role and responsibility of the physician, death and dying, and racial issues. Reflection Groups provided students with opportunities to identify and describe stressors, to feel less isolated, to begin the process of self-awareness development, and to integrate behavioral and social science concepts into clinical practice. Our program incorporates students' early clinical experience with facilitated opportunities to reflect on the emotional challenges of becoming a physician.

Journal Article↗