Journal articles on the topic 'Continuing education centers Victoria'
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Glazer, Shelley D., Elizabeth L. Redmon, and Karen L. Robinson. "CONTINUING THE CONNECTION: EMERITI/RETIREE CENTERS ON CAMPUS." Educational Gerontology 31, no. 5 (May 2005): 363–83. http://dx.doi.org/10.1080/03601270590921654.
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Singarella, Thomas, and George Boddy. "Profit Generation in Continuing Education Centers in Colleges and Universities." Journal of Continuing Higher Education 34, no. 1 (January 1986): 12–16. http://dx.doi.org/10.1080/07377366.1986.10401057.
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Akçay, Recep Cengiz, and Remzi Yıldırım. "Evaluating the Continuing Education Centers in Terms of Life Long Learning." Procedia - Social and Behavioral Sciences 116 (February 2014): 1756–62. http://dx.doi.org/10.1016/j.sbspro.2014.01.468.
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Tarifi, Hashem A., Abdulla M. Assad, and Faisal M. Ani. "Drug Information Centers as Bases for Continuing Education Programs in Kuwait." DICP 24, no. 7-8 (July 1990): 769–71. http://dx.doi.org/10.1177/106002809002400722.
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Gallagher, Colleen M., Jessica Anne Moore, and Brittany C. Campbell. "Utilizing information and telehealth technology to enhance clinical ethics education outreach." Journal of Clinical Oncology 34, no. 7_suppl (March 1, 2016): 149. http://dx.doi.org/10.1200/jco.2016.34.7_suppl.149.
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149 Background: Integrated Ethics provides continuing education monthly for physicians, nurses, social workers, and others to enhance knowledge and understanding of ethical challenges associated with patient care and research. These are offered live at the main campus. There are four regional centers within a thirty-five mile radius of the main campus. Participants from those locations used to have to come to the main campus to participate. This project was initiated to help alleviate rising financial costs associated with the online recording/redistributing of continuing education credit presentations, travel expenses for regional center employees, removal of employees for 4+ hours from the regional centers daily clinical operations to attend presentations, and payment to outside institutions to obtain required ethics CME and CEU credits. Methods: Steps included internal and external discussions, establishing the need, tracking current process, determining which resources were needed, and then updating the process and evaluating it. Among the primary elements was the inclusion of nursing leaders, physicians and social workers from the centers. Ethics staff went to each center for discussions which had the added value of building relationships. Telehealth and information technology representatives assisted in developing the possible methods for delivery of the education and provided information about the process and costs of each for evaluation. Of note was the fact that the profession of the attendees was different among the main campus and regional centers. At main campus 58% of the attendees are physicians, at the regional center 66% are nurses. Varying requirements for continuing education in the professions had to be accounted for in the selection of method delivery and accreditation processes. Results: This project saves a minimum of $22,634 annually and participation at the Regional Care Centers increased by 20%. An average of 309 productivity hours are no longer lost at the centers. Conclusions: Understanding and utilizing new technology and consistent personalized communication efforts realized both cost savings and increased participation.
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Gosnell, Jessica E., and William O. Robertson. "Continuing medical education: Potential role of tertiary care centers in the education of community physicians." Journal of Continuing Education in the Health Professions 17, no. 1 (1997): 42–45. http://dx.doi.org/10.1002/chp.4750170106.
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Wong, Shinen, and Heather Tan. "Frames for the Future: Developing Continuing Education & Professional Development Programs for Spiritual Care Practitioners: A Perspective from Victoria, Australia." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 71, no. 4 (December 2017): 237–56. http://dx.doi.org/10.1177/1542305017742348.
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This article examines the educational issues in ongoing professional education for spiritual care practitioners. A meta-evaluation of registration and evaluation data over four years (between 2013 and 2016) of one such monthly program conducted by Spiritual Health Victoria (Australia) will be examined. Recommendations are made to support healthcare managers and spiritual care educators in designing and developing continuing education programs for spiritual care practitioners in a variety of other professional health and care contexts.
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Robinson, Sanske. "Video-conferencing: under-used by rural general practitioners." Australian Health Review 25, no. 6 (2002): 131. http://dx.doi.org/10.1071/ah020131a.
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The objective was to investigate the use of and value General Practitioners place on video-conferencing as a tool in providing rural health care. The participants were 8 rural general practitioners in rural Victoria towns. I found that six out of the eight GPs did not value video-conferencing as a tool to assist with patient care, and the other two GPs were interested in the technology only for certain aspects of support with patient consultations and continuing education. I conclude that there needs to be a review of whether video-conferencing equipment should continue to be implemented in the same way that it has been so far in Victoria, and of the cost-effectiveness of providing video-conferencing facilities in rural health services. In particular, there needs to be a review of whether more training and support for rural general practitioners is needed to increase the uptake of video-conferencing. Alternatively, analysis can be undertaken of the intrinsic value of using video-conferencing as an interactive tool for obtaining specialist support for patient care or undertaking continuing education via video-conferencing, and the program discontinued if it is found to be unwarranted.
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Hershey, H. G., M. E. Williams, and J. C. Sadler. "The emerging relationship between academic health centers and continuing care retirement communities." Academic Medicine 65, no. 6 (June 1990): 414–6. http://dx.doi.org/10.1097/00001888-199006000-00014.
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Tokalak, Ibrahim, Remzi Emiroğlu, Hamdi Karakayali, Nevzat Bilgin, and Mehmet Haberal. "The Importance of Continuing Education for Transplant Coordination Staff." Progress in Transplantation 15, no. 2 (June 2005): 106–11. http://dx.doi.org/10.1177/152692480501500202.
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Continuous quality improvement activities are necessary to achieve excellence at any institution. The Başkent University Hospitals have implemented continuous in-service training programs to improve all health services provided. Also, continuing medical education programs are being instituted in organ procurement and transplantation centers. In addition to receiving basic orientation and training upon hiring, transplant coordination staff complete forms that detail their current training status, further job training needed, and other courses of interest. The information is used to monitor skill levels, to determine the success of educational programs, and to identify further education that is needed. Our aim is to improve the quality of transplant coordination activities and increase organ donation at the hospitals in our network through effective monitoring and evaluation of continuous in-service training. These training programs enhance staff members' understanding of and participation in procedures related to transplantation and improves the total quality of the transplantation process. In the near future, this training model may be used to improve the donor hospital education program in Turkey.
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Rosenthal, Marilynnm, and Anita Carlson. "Beyond CME: Diabetes Education Field-Interactive Strategies from Sweden." Diabetes Educator 14, no. 3 (June 1988): 212–17. http://dx.doi.org/10.1177/014572178801400313.
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The Diabetes Educational and Training Unit (DETU) at Karolinska Hospital is a permanent, continuing medical education unit working with general practitioners and nurse teams from Stockholm's neigh borhood health centers. It offers a two-week educational program four times a year, teaching a comprehensive approach to diabetes care. Evaluation research found that centers that had implemented the approach taught at the CME course had excellent staff rapport and produced patients who were more knowledgeable about their disease and better able to engage in self-care. As a result of this research, the Stockholm DETU has added innovative field- interactive strategies to stimulate centers that have not implemented the program. These strategies include techniques to enhance staff rapport, increase knowledge and interest in care for people with diabetes, and arrive at staff- determined approaches for organizing diabetes care. Initial evaluation of these strategies indicate encouraging results.
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Hendrickx, Lori, and Charlene Winters. "Access to Continuing Education for Critical Care Nurses in Rural or Remote Settings." Critical Care Nurse 37, no. 2 (April 1, 2017): 66–71. http://dx.doi.org/10.4037/ccn2017999.
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Caring for the critically ill does not occur solely in large medical centers or urban areas. Nurses practicing in rural or remote settings practice as nurse generalists, caring for a wide range of patients, including those needing critical care. As a nurse generalist, the need for a wide variety of skill sets challenges nurses in rural areas to maintain current practice through continuing education across many content areas. They also may not come in contact with critically ill patients or emergent situations as often as their urban counterparts, which can make remaining comfortable with more advanced skills difficult. Because nurses working in rural or remote areas may care for critically ill patients less often, the need to remain vigilant in pursuit of continuing education is increased; however, access to continuing education can be problematic because of geographic isolation, difficulty getting time off from work, limited financial resources, and perceived lack of applicable topics. With advances in technology, critical care nurses working in rural areas have more options for continuing education, which is crucial for maintaining a skilled nursing workforce in rural health care facilities. This article addresses challenges critical care nurses working in remote or rural areas face in pursuing continuing education and provides information about available educational opportunities.
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Spaull, Andrew. "Deprofessionalisation of State School Teaching: A Victorian Industrial Relations Saga." Australian Journal of Education 41, no. 3 (November 1997): 289–303. http://dx.doi.org/10.1177/000494419704100307.
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DEPROFESSIONALISATION of school teaching has occurred through a number of managerial interventions. This study focuses on the erosion of teachers' rights and conditions of employment through the attempted deregulation of the state education industry in Victoria. This process, closely identified with radical labour market reforms, has been fiercely contested by Victorian state school teachers and their unions, especially over procedural rule making in industrial relations. This type of rule making relates to the processes of regulation and the jurisdictions made available to employers and unions by governments, the courts and the industrial tribunals. The recent struggles over procedural rule making, it is argued, have governed the pace and trajectory of the deprofessionalisation of state school teaching. It remains a continuing contest.
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McLaughlin, Nancy, Edward R. Laws, Nelson M. Oyesiku, Laurence Katznelson, and Daniel F. Kelly. "Pituitary Centers of Excellence." Neurosurgery 71, no. 5 (August 16, 2012): 916–26. http://dx.doi.org/10.1227/neu.0b013e31826d5d06.
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Abstract Pituitary tumors and associated neuroendocrine disorders pose significant challenges in diagnostic and therapeutic management. Optimal care of the “pituitary patient” is best provided in a multidisciplinary collaborative environment that includes not only experienced pituitary practitioners in neurosurgery and endocrinology, but also in otorhinolaryngological surgery, radiation oncology, medical oncology, neuro-ophthalmology, diagnostic and interventional neuroradiology, and neuropathology. We provide the background and rationale for recognizing pituitary centers of excellence and suggest a voluntary verification process, similar to that used by the American College of Surgeons for Trauma Center verification. We propose that pituitary centers of excellence should fulfill 3 key missions: (1) provide comprehensive care and support to patients with pituitary disorders; (2) provide residency training, fellowship training, and/or continuing medical education in the management of pituitary and neuroendocrine disease; and (3) contribute to research in pituitary disorders. As this is a preliminary proposal, we recognize several issues that warrant further consideration including center and surgeon practice volume as well as oversight of the verification process.
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Lhbibani, Amina, Abderrahmane Lamiri, Said Lotfi, Malika Tridane, and Said Belaaouad. "Factors Hampering the Participation of Nursing Staff in the Continuing Education Activities of Hospitals Centers in the Casablanca-Settat Region." Open Nursing Journal 15, no. 1 (November 10, 2021): 218–28. http://dx.doi.org/10.2174/1874434602115010218.
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Aim: This study aimed to identify the factors hampering the participation of nurses in the activities of CE sessions at the level of hospitals in the region of Casablanca. Background: Continuing education (CE) for nursing staff represents a strategic asset for hospitals, identifying the constraints of nursing staff participation in continuing training could help improve the quality of care for patients and the population in general. Objective: This study aimed to identify the factors hampering the participation of nurses in the activities of CE sessions at the level of hospitals in the region of Casablanca. Methods: The study used a two-phase mixed method design. First of all, a questionnaire was administered to 930 nurses belonging to 9 hospital centers in the Casablanca-Settat region in order to explore and estimate the frequencies of the factors hindering the participation of nurses in the activities of the FC sessions at the level of hospitals, and a semi-structured interview with 9 persons in charge of continuing education from these different hospitals to complete and explain the data collected by the questionnaire. Results: The data analysis confirmed that the work overload is the first individual difficulty hindering the participation of nurses in CE sessions, i.e., 85.4%. The most mentioned organizational difficulties are schedule recommended in the FC not encouraging and not suitable, i.e., 23%, non-targeted content (does not meet the needs of the nursing staff), i.e., 66.7%. Finally, the absence of support measures in terms of monitoring and evaluation to maintain the knowledge and skills acquired during FC sessions in real situations at the workstation occupied is the first institutional difficulty mentioned by the interviewed (88%). Conclusion: Those responsible for training should take into account the factors nurse’s face in participating in continuing education sessions when designing, developing, and implementing continuing education sessions.
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Lisowska, Kinga, and Majka Łojko. "Universities of the Third Age in Warmia and Mazury during the COVID-19 pandemic as local lifelong education centers." Praca Socjalna 37, no. 3 (September 30, 2022): 89–101. http://dx.doi.org/10.5604/01.3001.0016.0724.
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In social sciences, especially in educational sciences, it is emphasized that a lifelong education meaning lifelong learning, refers to the acquisition of knowledge throughout a person's life. It is a concept that combines many different formats of learning including both elements of adult education, lifelong learning, self-education as well as the promotion of the ideal of an individual who fully realizes their potential, both personal and professional. One of the forms of implementation of this concept of education are Universities of the Third Age (UTA), which focus primarily on the development and activation of elderly people. The article focuses on the specificity of continuing education in the functioning of the University of the Warmia and Mazury during the SARS-CoV-2 pandemic. The presented text was prepared based on the analysis of research material collected through semi-directed, problem-focused interviews and foundational databases – primarily at hand, traditional and electronic archives of the UTAs in Warmia and Mazury and digital reports of the Marshal's Office in Olsztyn. The research presented in this article shows that the changing social and health conditions posed new challenges to the universities and caused the need to revise the existing curricula, forms and ways of transferring knowledge and practical skills. During the pandemic Warmia and Mazury UTAs didn`t cease contact with their students and did not renounce continuing education. The period of isolation contributed to an increase in digital competence of the UTA students and digitization of continuing education.
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Kentish, Barry, and Ian Robottom. "Community-Based Sustainability: Conservation in the Ballarat Region." Australian Journal of Environmental Education 22, no. 2 (2006): 33–43. http://dx.doi.org/10.1017/s0814062600001361.
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AbstractThe discourse of sustainability is promoted internationally, with the United Nations declaring 2005-2014 as a Decade for Education for Sustainable Development. There is discussion concerning the nature, status and significance of Education for Sustainability and its relationship with the somewhat established discourse of environmental education. This debate requires continuing theorising and one approach is to reflect critically on specific examples of sustainability within specific communities. This article seeks to promote further discussion about sustainability, and to contribute to ongoing theorisation about Education for Sustainability, by considering a particular instance – that of environmental sustainability in the Ballarat region of Victoria. The case study suggests that implementation of this local environmental sustainability strategy was dominated by technocratic and individualistic ideologies.
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Tsench, Yu S. "The System of Continuing Education at the Federal Scientific Agroengineering Center VIM." Agricultural Machinery and Technologies 15, no. 4 (December 17, 2021): 11–13. http://dx.doi.org/10.22314/2073-7599-2021-15-4-11-13.
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From 1930 to 1991 our country built a well-structured system of agroengineering higher education institutions and faculties of mechanization that, for 90 years, effectively developed and operated solving the problem of training engineering personnel for the evolving mechanized agriculture. The collapse of the USSR caused dramatic changes in the country system of agricultural engineering education. As a result of numerous reorganizations and reforms in the Russian system of higher education, agroengineering universities ceased to exist independently and had to join agricultural universities. The mergers and integration of research institutions and the establishment of large federal research centers on their basis have made it expedient to implement a continuing professional education system (master’s, postgraduate, doctoral studies).The Federal Scientific Agroengineering Center VIM is developing the system of continuing professional education for training modern agricultural engineering personnel in the field of automation, robotization, digital technologies. A current target of the Federal Scientific Agroengineering Center VIM is the implementation of Master’s degree programs.
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Gendron, Tracey L., Jennifer M. Pryor, and E. Ayn Welleford. "Lessons Learned From a Program Evaluation of a Statewide Continuing Education Program for Staff Members Working in Assisted Living and Adult Day Care Centers in Virginia." Journal of Applied Gerontology 36, no. 5 (February 22, 2016): 610–28. http://dx.doi.org/10.1177/0733464816633124.
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The number of older adults residing in assisted living facilities (ALF) and utilizing adult day care services is expanding with the increasing population of older adults. Currently, there are no standardized requirements for continuing education for assisted living and adult day care service staff at a national level. Given that 62% of states within the United States require continuing education for ALF staff and/or administrators, a more formalized system is needed that provides evidence-based gerontological training to enhance the quality of care and services provided to older adults. This article describes the challenges and lessons learned from conducting a program evaluation of a Statewide Training and Continuing Education Program for Assisted Living Facility and Adult Day Care Service staff in Virginia. Survey evaluation data from a 6-year period was examined and a formative program evaluation was conducted. The findings from the survey evaluation and formative evaluation are discussed as are the lessons learned.
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Hash, Kristina M., Marla Berg-Weger, Daniel B. Stewart, and David P. Elliott. "Social Work’s Participation in the Geriatric Education Centers Educational Evaluation: A Brief Report." Journal of Applied Gerontology 38, no. 3 (November 29, 2016): 406–11. http://dx.doi.org/10.1177/0733464816681151.
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This study was conducted to determine the level and types of participation of social workers in the activities of the Geriatric Education Centers (GECs). Through an online survey of GECs, the level of participation of social work professionals was compared with those in dentistry, nursing, medicine, and pharmacy, during the years 2010 to 2014. Thirty-one percent (14) of the 45 GECs completed the survey. The results found increases in participation for both social workers and nurses for both GEC activities and involvement in leadership positions within the centers. The GECs also identified caregiver and provider education and continuing education as activities in which social workers have had an increased interest in recent years. Implications from this study can inform the programming efforts of the new Geriatric Workforce Enhancement Program (GWEP) and other geriatric education programs.
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Bazarova, Tatyana, Walentina Waganova, Nina Dagbaeva, Sergei Namsaraev, and Galina Fomizkaya. "A system of continuing pedagogical education in Russia: current state and prospects." International Journal of Educational Management 32, no. 7 (September 10, 2018): 1215–22. http://dx.doi.org/10.1108/ijem-11-2017-0326.
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Purpose The purpose of this paper is to investigate continuing pedagogical education from a new perspective that is especially relevant during the development of an information society. Design/methodology/approach The methodological framework of the study builds on the concept of teacher’s personality establishment in the system of pedagogical education. Main stages of professional development were studied on the basis of educational institutions of the Baikal region. Thus, experiments were conducted at the Pedagogical Institute, Buryat State University Continuing Education Institute, Buryat Republic Institute of Educational Policy and the Buryat Republic Pedagogical College. The study used internship platforms of the above educational institutions. Findings The study shows how the open online pedagogical space, which includes internship and innovative platforms, specialized departments, governing agencies on education, certificate centers, scientific and cultural institutions, higher educational institutions, and schools, reveals the model of continuing pedagogical education in regions. Practical implications Individual forms of advanced training are proposed. Optimal ways to create a competitive environment in the system of professional development were identified by the authors. Originality/value The reformation of the regional system of advanced training and its transition to a new level of quality allows organizing continuing improvement of teachers’ professional competencies effectively. This paper can improve the professional competence of teachers, which will have a positive effect on the educational process and academic performance of students in general. The next stage in the improvement of teachers’ competence can involve an exchange of experience at international conferences and participation in joint international educational programs.
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McNabb, Wyue L., Sandy Cook, Barbara Fischer, Michael T. Quinn, and Linda Haas. "Dissemination of a Continuing Education Program in Diabetes to Health Care Professionals." Diabetes Educator 20, no. 1 (February 1994): 35–40. http://dx.doi.org/10.1177/014572179402000107.
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A goal of the Diabetes Research and Training Centers (DRTCs) is to translate advances in diabetes research into irnproved patient care by providing innovative, state-of the-art training for health care professionals. This paper is a report on a collaborative DRTC-AADE training project. A 2-day diabetes program developed by the Chicago DRTC was packaged as a Workshop Instructor's Guide with accompanying slides and materials. AADE faculty observed the workshop presented by DRTC faculty and subsequently presented the workshop themselves. The evaluation design involved coinparitig a workshop presented by the DRTC faculty with a workshop presented by faculty from AADE. Three components were included in the evaluation: the participants' evaluation, a commitment-to-change evaluation, and the faculty observations. When cottiparitig workshops, few differences were observed in participants' or faculty observers' evaluations. Moreover, participants at both workshops were equally successful at meeting goals related to improving their diabetes education practice behaviors. Dissemination of the program has been expanded and the workshop has become part of AADE's national continuing education efforts.
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Brown, Kara. "Linguistic ecology and multilingual education." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 10, no. 2 (November 1, 2022): 29–47. http://dx.doi.org/10.12697/eha.2022.10.2.02b.
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The fiftieth anniversary of Haugen’s pioneering publication on the ecology of language provides an ideal opportunity to reflect on some of the promising new trends within recent research on multilingual education that centers linguistic ecology. The research explored in this article takes up linguistic ecology as a primary lens to understand a range of linguistic phenomena, particularly in contexts of dynamic change within the focus community. This article highlights three developments within linguistic ecology research over the last fifteen years that reflect the continuing relevance and contributions of this framework for multilingual education: (1) the focus on higher education, (2) translanguaging, and (3) rights and sustainability. The first section provides an overview of the defining aspects of linguistic ecology – its holism and dynamism – as well as foundational aspects of the ecology of language research in education and concludes with prospects for future research.
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Filatov, V. O., and I. I. Savelev. "CONTINUING EDUCATION: PERSONAL QUALITIES OF OFFICE EMPLOYEES AS A FACTOR OF SUCCESS OF THE ORGANIZATION." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 2, no. 12 (2021): 57–65. http://dx.doi.org/10.36871/ek.up.p.r.2021.12.02.011.
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The article is devoted to the problem of compliance of personal qualities of employees of offices of multifunctional centers (MFC) with the requirements of professional activity. The conducted diagnostic study allowed the authors to develop and implement a program for the diagnosis and devel-opment of personal and emotional-volitional regulators of the psyche of MFC employees, which ensures the professional realization of employees. The methods used, the results of research and evaluation of the effectiveness of the psychological support program and the scope of their practical application are presented.
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Rajasekaran, Rajkumar, and Nallani Chackravatula Sriman Narayana Iyengar. "Peer-to-Peer JXTA Architecture for Continuing Mobile Medical Education Incorporated in Rural Public Health Centers." Osong Public Health and Research Perspectives 4, no. 2 (April 2013): 99–106. http://dx.doi.org/10.1016/j.phrp.2013.03.004.
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Tassoni, Elvira Cristina Martins, and Camila Mattos dos Reis. "Políticas educacionais de formação de professores em foco: Mudanças e permanências." education policy analysis archives 26 (April 30, 2018): 58. http://dx.doi.org/10.14507/epaa.26.3101.
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This article discusses two program proposals for education literacy teachers that are part of two different educational policies in Brazil: the National Pact for Literacy in the Right Age (Pacto Nacional pela Alfabetização na Idade Certa – PNAIC) – from Federal Government – and the Reading and Writing Program (Programa Ler e Escrever) – from the state of São Paulo. The research, developed through a documentary analysis, aims to investigate the main differences between these proposals for the continuing education of literacy teachers. The analysis centers on official documents that regulate both the PNAIC and the Reading and Writing Program, accessed through the official websites of each program and research conducted on the Reading and Writing Program. The study identified the two proposals’ principles and how they are implemented. The results allowed the analysis of the two programs according to three fundamental axis’s for the continuing education of literacy teachers: the proposed forming model; the central figure of the formative network; and the organization of pedagogical work with the mother tongue. This research provides evidence for the comprehension of the advances, continuities and setbacks in the current trends of policies for the continuing education of literacy teachers in Brazil.
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Rose, Amy D., Laurel Jeris, and Robert Smith. "Is Adult Education a Calling? Shaping Identity and Practice in Steel Mill Learning Centers." Teachers College Record: The Voice of Scholarship in Education 107, no. 6 (June 2005): 1305–34. http://dx.doi.org/10.1177/016146810510700608.
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Adult educators employed in steel mill career development programs offer the field a unique glimpse into the relationship between context and career trajectories. This article explores the lives of these adult educators against the backdrop of contemporary theories of career development, situated learning, and continuing professional development as a function of career identity. In particular, this article reports on a study that examined how teachers reflected on their practice and the implications this may have for the development of their professional identity. The specific questions this research addressed included: How did the teachers acquire the knowledge they feel they need to teach in the classroom or work in an adult education setting? How do they come to see themselves as adult educators'? What does this mean to them? To what extent does reflection on practice lead to the development of identity as adult educators ? Evidence suggests that although the field of adult education has explored career paths of its members in numerous contexts and theorized about how these elements come together, it has yet to describe, much less theorize, the path of those who locate themselves within and contribute to the practice of adult education outside of the mainstream.
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Hu, Guijie, and Yanhua Yi. "Is a decentralized continuing medical education program feasible for Chinese rural health professionals?" Journal of Educational Evaluation for Health Professions 13 (April 28, 2016): 18. http://dx.doi.org/10.3352/jeehp.2016.13.18.
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Purpose: Rural health professionals in township health centers (THCs) tend to have less advanced educational degrees. This study aimed to ascertain the perceived feasibility of a decentralized continuing medical education (CME) program to upgrade their educational levels. Methods: A cross-sectional survey of THC health professionals was conducted using a self-administered, structured questionnaire in Guangxi Zhuang Autonomous Region, China. Results: The health professionals in the THCs were overwhelmingly young with low education levels. They had a strong desire to upgrade their educational degrees. The decentralized CME program was perceived as feasible by health workers with positive attitudes about the benefit for license examination, and by those who intended to improve their clinical diagnosis and treatment skills. The target groups of such a program were those who expected to undertake a bachelor’s degree and who rated themselves as “partially capable” in clinical competency. They reported that 160-400 USD annually would be an affordable fee for the program. Conclusion: A decentralized CME program was perceived feasible to upgrade rural health workers’ education level to a bachelor’s degree and improve their clinical competency.
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Kuznetsov, Eduard, Dmitry Bisikalo, Olga Inisheva, Konstantin Kholshevnikov, Boris Shustov, and Andrej Sobolev. "Contribution of the student conferences “Physics of Space” to the continuing astronomy education system." Proceedings of the International Astronomical Union 15, S367 (December 2019): 357–59. http://dx.doi.org/10.1017/s1743921321000144.
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AbstractUral Federal University is one of the main and most effective centers for educating young astronomers in Russia. The traditional student scientific conferences “Physics of Space” have been successfully held annually in Kourovka Astronomical Observatory of the Ural Federal University for 50 years and have gained recognition not only in Russia. The conference initiated many educational initiatives both in the Ural region and, in general, in Russia. The astronomy education system implemented by UrFU and partners includes the following activities: 1) education and career guidance of schoolchildren in the Lyceum of UrFU, 2) activities to attract applicants, 3) training at the speciality, undergraduate, and graduate level, 4) participation in the student conferences “Physics of Space”, 5) postgraduate studies, 6) cooperation in the field of education. This activity ensures the attraction of promising youth to scientific research.
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Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.
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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs.
The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome.
Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers.
In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.
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Kim, Joseph, Timothy S. Fenske, Linda Gracie-King, Marc David Viens, Victor Ocana, Abhinav Binod Chandra, David Penberthy, and Tori McCurdy. "A multiphase continuing education and quality improvement initiative to tailor treatment plans for patients with follicular lymphoma." Journal of Clinical Oncology 40, no. 16_suppl (June 1, 2022): e18651-e18651. http://dx.doi.org/10.1200/jco.2022.40.16_suppl.e18651.
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e18651 Background: Data support the need for increasing shared decision-making (SDM) conversations to align treatment decisions with patient values and preferences (Kehl KL et al. JAMA Oncol. 2015). Combining certified interprofessional continuing education and quality improvement (QI) methods may accelerate how cancer clinicians translate evidence into real-world clinical practice when diagnosing and treating patients with follicular lymphoma (FL). This initiative was supported by educational grants from Genentech, a member of the Roche Group and Bristol Myers Squibb and managed by AXIS Medical Education and Q Synthesis. Methods: The project collaborators invited three community hospital-based cancer centers to participate in this 18-month longitudinal, multiphase CME/CE and QI initiative. Each cancer center performed a baseline assessment by reviewing how their clinicians diagnosed and treated patients with FL. This process involved chart reviews, focus group discussions, and online surveys. Each cancer center developed problem statements, aim statements, and implemented improvement projects around prognostic scoring, the use of molecular diagnostics, SDM, and treatment planning. Clinicians also participated in two live virtual continuing education interventions, co-moderated by an academic clinician with a focus in lymphoma (T.F.), as well as the medical director of the activity (J.K.) and received reinforcement messages following those activities. Results: Members of the multidisciplinary cancer care team from three cancer centers in AZ, TN, and VA participated in this initiative. Across all three cancer centers, the following educational outcomes were observed: 61% increase in knowledge about the concept of POD24 (early disease progression within 24 months of initiating therapy); 50% increase in knowledge and practice skills regarding tailored treatment planning based on patient risk factors and prognostic scores; 33% increase in knowledge around the benefits of incorporating SDM when developing treatment plans, and an 18% increase in knowledge about risk-based treatment plans. The QI projects resulted in a 56% improvement in prognostic scoring (incorporating tumor grade and stage), a 25% increase in documenting tumor burden, and a 22% increase in the use of molecular diagnostics. Conclusions: This multiphase education and QI program enabled cancer clinicians to improve monitoring patients for POD24 and risk assessment, incorporate molecular testing, engage in SDM conversations with patients, and formulate tailored treatment plans for patients with FL.
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Kim, Joseph, Timothy S. Fenske, Linda Gracie-King, Marc David Viens, Victor Ocana, Abhinav Binod Chandra, David Penberthy, and Tori McCurdy. "A multiphase continuing education and quality improvement initiative to tailor treatment plans for patients with follicular lymphoma." Journal of Clinical Oncology 40, no. 16_suppl (June 1, 2022): e18651-e18651. http://dx.doi.org/10.1200/jco.2022.40.16_suppl.e18651.
Full textAbstract:
e18651 Background: Data support the need for increasing shared decision-making (SDM) conversations to align treatment decisions with patient values and preferences (Kehl KL et al. JAMA Oncol. 2015). Combining certified interprofessional continuing education and quality improvement (QI) methods may accelerate how cancer clinicians translate evidence into real-world clinical practice when diagnosing and treating patients with follicular lymphoma (FL). This initiative was supported by educational grants from Genentech, a member of the Roche Group and Bristol Myers Squibb and managed by AXIS Medical Education and Q Synthesis. Methods: The project collaborators invited three community hospital-based cancer centers to participate in this 18-month longitudinal, multiphase CME/CE and QI initiative. Each cancer center performed a baseline assessment by reviewing how their clinicians diagnosed and treated patients with FL. This process involved chart reviews, focus group discussions, and online surveys. Each cancer center developed problem statements, aim statements, and implemented improvement projects around prognostic scoring, the use of molecular diagnostics, SDM, and treatment planning. Clinicians also participated in two live virtual continuing education interventions, co-moderated by an academic clinician with a focus in lymphoma (T.F.), as well as the medical director of the activity (J.K.) and received reinforcement messages following those activities. Results: Members of the multidisciplinary cancer care team from three cancer centers in AZ, TN, and VA participated in this initiative. Across all three cancer centers, the following educational outcomes were observed: 61% increase in knowledge about the concept of POD24 (early disease progression within 24 months of initiating therapy); 50% increase in knowledge and practice skills regarding tailored treatment planning based on patient risk factors and prognostic scores; 33% increase in knowledge around the benefits of incorporating SDM when developing treatment plans, and an 18% increase in knowledge about risk-based treatment plans. The QI projects resulted in a 56% improvement in prognostic scoring (incorporating tumor grade and stage), a 25% increase in documenting tumor burden, and a 22% increase in the use of molecular diagnostics. Conclusions: This multiphase education and QI program enabled cancer clinicians to improve monitoring patients for POD24 and risk assessment, incorporate molecular testing, engage in SDM conversations with patients, and formulate tailored treatment plans for patients with FL.
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Muders, Sonja, and Andreas Martin. "Task of leadership for intercultural opening strategies in organizations in adult and continuing education." Leadership, Education, Personality: An Interdisciplinary Journal 3, no. 2 (December 2021): 87–100. http://dx.doi.org/10.1365/s42681-021-00027-4.
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AbstractIn view of the growing number of people with a migration background, continuing education organizations are faced with strategic tasks of intercultural opening. These tasks require leaders to initiate and expand integration-promoting teaching work, to promote the intercultural sensitization of the members of the organization, and to develop an intercultural culture. This is a wide issue and concerns leadership action regarding funding, regular and special course programs, training for staff and lecturers, intercultural training, etc. In this qualitative study, the types of intercultural openness adopted by the management of adult education centers were categorized into proactive, reflexive, ambivalent, and symbolic types of openness. Using the procedure of exploratory sequential design, hypotheses were tested with the aim of gaining information that would facilitate broader statements about the field of adult education providers. The quantitative distribution was analyzed using a data set called ‘wbmonitor’ and a regional data set.
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Pulla, Siomonn. "Mobile Learning and Indigenous Education in Canada." International Journal of Mobile and Blended Learning 9, no. 2 (April 2017): 39–60. http://dx.doi.org/10.4018/ijmbl.2017040103.
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M-Learning holds great potential for supporting the positive educational outcomes of underserved Indigenous communities in the Candian North, and even in urban centers, that are at risk of exclusion from affordable, high-quality learning experiences. The technical advantages of having mobile technology to deliver educational curricula and assess outcomes, however, must not overshadow the continuing need for culturally relevant teaching modalities that work for Indigenous learners. When used innovatively, mobile learning can be integrated successfully into a context of existing practices, beliefs, experiences, and values related to Indigenous epistemologies and pedagogies. These mobile technologies are not only helping Indigenous learners to develop new media aptitudes, they are providing an opportunity for learners and instructors to develop stronger links between formal and informal learning opportunities, building on the inherently mobile and contextual traditions of Indigenous peoples.
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LHBIBANI, Amina. "Perception of E-Learning in Continuing Education by Midwives in Hospital Centers in the Casablanca-Settat Region." International Journal of Advanced Trends in Computer Science and Engineering 8, no. 1.4 (September 15, 2019): 408–14. http://dx.doi.org/10.30534/ijatcse/2019/6381.42019.
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LHBIBANI, Amina, SaidL OTFI, Malika TRIDANE, and Said BELAAOUAD. "Perception of E-Learning in Continuing Education by Midwives in Hospital Centers in the Casablanca-Settat Region." Journal of Information Organization 9, no. 4 (December 1, 2019): 109. http://dx.doi.org/10.6025/jio/2019/9/4/109-118.
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Kasilo, Ossy J., and Charles F. B. Nhachi. "Recommendations for Establishing a Drug and Toxicology Information Center in a Developing Country." DICP 25, no. 12 (December 1991): 1379–83. http://dx.doi.org/10.1177/106002809102501218.
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The purpose of this work was to formulate guidelines to help health professionals in establishing or strengthening the capabilities of drug and toxicology information centers and related facilities in developing countries. These guidelines are based on the experience of an established drug and toxicology information service in Zimbabwe which has been operating for more than ten years and on information obtained from other centers in developed countries. The guidelines provide advice rather than a unique model and should therefore be adapted rather than adopted. We conclude that national drug policies should include provision for establishing drug information centers. The World Health Organization and similar organizations should assist in establishing these centers. We believe that a drug and toxicology information center is more beneficial to the community when it is part of the teaching curriculum and continuing education for health professionals. Therefore, the center should be located in a medical teaching institution.
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McCarthy, Margaret E. "Using Resources of Public Health Centers for Education and Professional Societies to Incorporate Homeland Security Topics into Public Teacher Continuing Education." Health Physics 85 (August 2003): S46—S48. http://dx.doi.org/10.1097/00004032-200308001-00014.
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Swetlik, Carol, Riley Bove, and Marisa McGinley. "Clinical and Research Applications of the Electronic Medical Record in Multiple Sclerosis: A Narrative Review of Current Uses and Future Applications." International Journal of MS Care 24, no. 6 (November 1, 2022): 287–94. http://dx.doi.org/10.7224/1537-2073.2022-066.
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CE INFORMATION ACTIVITY AVAILABLE ONLINE: To access the article and evaluation online, go to https://www.highmarksce.com/mscare. TARGET AUDIENCE: The target audience for this activity is physicians, advanced practice clinicians, nursing professionals, pharmacists, mental health professionals, social workers, and other health care providers involved in the research and management of patients with multiple sclerosis (MS). LEARNING OBJECTIVES: Characterize existing EMR platforms designed specifically for care of people with MS. Describe relevant variables that are captured in the EMR that allow identification of EMR-based cohorts of people with MS. ACCREDITATION: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Intellisphere, LLC. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. This activity was planned by and for the healthcare team, and learners will receive .5 Interprofessional Continuing Education (IPCE) credit for learning and change. PHYSICIANS: Physicians: The CMSC designates this journal-based activity for a maximum of .5 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. NURSES: The CMSC designates this enduring material for .5 contact hour of nursing continuing professional development (NCPD) (none in the area of pharmacology). PHARMACISTS: This knowledge-based activity (UAN JA4008165-9999-22-033-H01-P) qualifies for (.5) contact hour (.05 CEUs) of continuing pharmacy education credit. PSYCHOLOGISTS: This activity is awarded 0.5 CE credits. SOCIAL WORKERS: As a Jointly Accredited Organization, the CMSC is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The CMSC maintains responsibility for this course. Social workers completing this course receive .5 continuing education credits. DISCLOSURES: It is the policy of the Consortium of Multiple Sclerosis Centers to mitigate all relevant financial disclosures from planners, faculty, and other persons that can affect the content of this CE activity. For this activity, all relevant disclosures have been mitigated. Francois Bethoux, MD, editor in chief of the International Journal of MS Care (IJMSC), has served as physician planner for this activity. He has disclosed no relevant relationships. Alissa Mary Willis, MD, associate editor of IJMSC, has disclosed no relevant relationships. Authors Carol Swetlik, MD, Riley Bove, MD, and Marisa McGinley, DO, have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Intellisphere, LLC who are in a position to influence content have disclosed no relevant financial relationships. Laurie Scudder, DNP, NP, continuing education director CMSC, has served as a planner and reviewer for this activity. She has disclosed no relevant financial relationships. METHOD OF PARTICIPATION: Release Date: November 1, 2022; Valid for Credit through: November 1, 2023. In order to receive CE credit, participants must: 1) Review the continuing education information, including learning objectives and author disclosures.2) Study the educational content.3) Complete the evaluation, which is available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation. There is no fee to participate in this activity. DISCLOSURE OF UNLABELED USE: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Intellisphere, LLC do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Intellisphere, LLC. DISCLAIMER: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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Gibbs, Ronald S., Carolyn Wieber, Leslie Myers, and Timothy Jenkins. "A Continuing Medical Education Campaign to Improve Use of Antibiotics in Primary Care." Journal of Biomedical Education 2014 (May 25, 2014): 1–6. http://dx.doi.org/10.1155/2014/537681.
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Because inappropriate use of antibiotics is common, it is an important area for continuing medical education. At an annual review, we conducted a two-year campaign to achieve appropriate use. Our methods included two surveys, directed course content, programmatic evaluation, and a sample practice audit. Ninety percent of learners perceived inappropriate antibiotic use as a “very big” or “big” problem in the United States, but only 44% perceived this about their practice (P<0.001). Top perceived barriers to appropriate antibiotic use were patient expectations, breaking old habits, and fear that patients would go elsewhere. Top strategies to overcome these barriers were patient educational materials, having guidelines accessible, and developing practice policies. In a hypothetical patient with acute bronchitis, 98% would likely prescribe an antibiotic in certain clinical scenarios even though The Centers for Disease Control and Prevention does not recommend empiric antibiotic treatment. The most common scenarios leading to likely antibiotic prescription were symptoms over 15 days (84%), age over 80 years (70%), and fever (48%). Practitioners are under multiple pressures to prescribe antibiotics even in situations where antibiotics are not recommended (such as acute bronchitis). To achieve complex practice changes such as avoiding inappropriate antibiotic use, no one strategy predominated.
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Murugova, Elena, Nadezhda Bulankina, Anna Molokova, and Olga Mishutina. "Comprehensive model of safe educational spaces and lifelong learning for educators: regional approach." E3S Web of Conferences 273 (2021): 12156. http://dx.doi.org/10.1051/e3sconf/202127312156.
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This article considers approaches to the strategies and tactics of the methodological support for modern teachers’ activity in the frameworks of the National Project on Education as seen and presented via innovation humanitarian practices in the current professional community of the Regional Destination (Novosibirsk, Russia). Of particular theoretical and practical significance is the identification of the degree of objectivity and safety of the rationale of Tutoring within a network of consulting centers to provide methodological support for assessing the quality of professional skills and knowledge of educators of the Lifelong Learning stage. The empirical array is the regional centers’ activity in the aspect of functional literacy of the participants as the main message of theory, practice and provisions of the comprehensive axiological model of the regional information and education spaces. The conclusion is made on inconsistency of personalized teaching and learning as well as on management of continuing education.
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Bilolov, B. Sh. "EDUCATION DURING A PANDEMIC." Bulletin of the South Ural State University series "Education. Educational Sciences" 14, no. 1 (2022): 59–64. http://dx.doi.org/10.14529/ped220106.
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The paper describes the challenges of education during a pandemic. The transition to distance learning has had an impact on all of the participants of the education process. The purpose of this article is to study the social consequences and education outcomes of the work of the subjects of the educational process in the format of distance learning during 2020–2021. To achieve the goal the author used an interdisciplinary approach, emplying pedagogical and psychological research methods: observation, questioning, interviewing. It was revealed that distance learning format is characterized by the following features: flexible schedule, in which the student studies at a convenient time, quality management of the educational process, innovative learning technologies, and a modular system of learning. The study describes the positive and negative aspects of the organization of distance learning. The study concluded that during the coronavirus pandemic, it is necessary to take a set of measures for the socialization of all the participants in the virtual education space, to create the centers to improve the skills of teachers in the field of infocommunication technologies, and to organize continuing development courses to enhance professional pedagogical communication in a remote learning format.
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Brenner, Rouven, Verena Witzig-Brändli, Janine Vetsch, and Myrta Kohler. "Nursing Interventions Focusing on Self-efficacy for Patients With Multiple Sclerosis in Rehabilitation: A Systematic Review." International Journal of MS Care 24, no. 4 (July 1, 2022): 189–98. http://dx.doi.org/10.7224/1537-2073.2021-166.
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CE INFORMATION ACTIVITY AVAILABLE ONLINE: To access the article and evaluation online, go to https://www.highmarksce.com/mscare. TARGET AUDIENCE: The target audience for this activity is nursing professionals, advanced practice clinicians, physicians, rehabilitation professionals, mental health professionals, social workers, and other health care providers involved in the management of patients with multiple sclerosis (MS). LEARNING OBJECTIVES: Distinguish between the concepts of self-management and self-efficacy and effectively apply them in the promotion of rehabilitation care for patients with MS. Select best instruments to measure patients’ self-management skills which can improve selection of intervention factors (theory, satisfaction, duration) necessary in the development and refinement of effective self-management interventions. ACCREDITATION: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Intellisphere, LLC. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the health care team. This activity was planned by and for the healthcare team, and learners will receive .5 Interprofessional Continuing Education (IPCE) credit for learning and change. NURSES: The CMSC designates this enduring material for .5 contact hour of nursing continuing professional development (NCPD) (none in the area of pharmacology). PHYSICIANS: The CMSC designates this journal-based activity for a maximum of .5 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. PSYCHOLOGISTS: This activity is awarded .5 CE credits. SOCIAL WORKERS: As a Jointly Accredited Organization, the CMSC is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The CMSC maintains responsibility for this course. Social workers completing this course receive .5 continuing education credits. DISCLOSURES: It is the policy of the Consortium of Multiple Sclerosis Centers to mitigate all relevant financial disclosures from planners, faculty, and other persons that can affect the content of this CE activity. For this activity, all relevant disclosures have been mitigated. Francois Bethoux, MD, editor in chief of the International Journal of MS Care (IJMSC), and planner for this activity has disclosed no relevant financial relationships. Alissa Mary Willis, MD, associate editor of IJMSC, has disclosed no relevant financial relationships. Authors Rouven Brenner, MScN; Verena Witzig-Brändli, MScN; Janine Vetsch, PhD; and Myrta Kohler, PhD, have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Intellisphere, LLC who are in a position to influence content have disclosed no relevant financial relationships. Laurie Scudder, DNP, NP, continuing education director CMSC, has served as a planner and reviewer for this activity. She has disclosed no relevant financial relationships. METHOD OF PARTICIPATION: Release Date: July 1, 2022; Valid for Credit through: July 1, 2023 In order to receive CE credit, participants must: 1) Review the continuing education information, including learning objectives and author disclosures.2) Study the educational content.3) Complete the posttest and evaluation, which are available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation. There is no fee to participate in this activity. DISCLOSURE OF UNLABELED USE: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Intellisphere, LLC do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Intellisphere, LLC. DISCLAIMER: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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Tyszka, Emily E., Nina Bozinov, and Farren B. S. Briggs. "Characterizing Relationships Between Cognitive, Mental, and Physical Health and Physical Activity Levels in Persons With Multiple Sclerosis." International Journal of MS Care 24, no. 5 (September 1, 2022): 242–49. http://dx.doi.org/10.7224/1537-2073.2021-108.
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CE INFORMATION ACTIVITY AVAILABLE ONLINE: To access the article and evaluation online, go to https://www.highmarksce.com/mscare. TARGET AUDIENCE: The target audience for this activity is physicians, advanced practice clinicians, nursing professionals, mental health professionals, rehabilitation professionals, and other health care providers involved in the management of patients with multiple sclerosis (MS). LEARNING OBJECTIVES: After completing this activity, the learner should be able to describe the attributes associated with engagement in physical activity in persons with MS across multiple definitions of physical activity. ACCREDITATION: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Intellisphere, LLC. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. This activity was planned by and for the healthcare team, and learners will receive 0.75 Interprofessional Continuing Education (IPCE) credit for learning and change. PHYSICIANS: The CMSC designates this journal-based activity for a maximum of 0.75 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. NURSES: The CMSC designates this enduring material for 0.75 contact hour of nursing continuing professional development (NCPD) (none in the area of pharmacology). PSYCHOLOGISTS: This activity is awarded 0.75 CE credits. SOCIAL WORKERS: As a Jointly Accredited Organization, the CMSC is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. Social workers completing this course receive 0.75 continuing education general credits. DISCLOSURES: It is the policy of the Consortium of Multiple Sclerosis Centers to mitigate all relevant financial disclosures from planners, faculty, and other persons that can affect the content of this CE activity. For this activity, all relevant disclosures have been mitigated. Francois Bethoux, MD, editor in chief of the International Journal of MS Care (IJMSC), has served as physician planner for this activity. He has disclosed no relevant financial relationships. Alissa Mary Willis, MD, associate editor of IJMSC, has disclosed no relevant financial relationships. Authors Nina Bozinov, MD MS, Farren B. S. Briggs, PhD, ScM, and Emily E. Tyszka, MPH, have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Intellisphere, LLC who are in a position to influence content have disclosed no relevant financial relationships. Laurie Scudder, DNP, NP, continuing education director CMSC, has served as a planner and reviewer for this activity. She has disclosed no relevant financial relationships. METHOD OF PARTICIPATION: Release Date: September 1, 2022; Valid for Credit through: September 1, 2023 In order to receive CE credit, participants must: 1) Review the continuing education information, including learning objectives and author disclosures.2) Study the educational content.3) Complete the evaluation, which is available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation. There is no fee to participate in this activity. DISCLOSURE OF UNLABELED USE: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Intellisphere, LLC do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Intellisphere, LLC. DISCLAIMER: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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O’Mahony, Julia, Ruth Ann Marrie, Audrey Laporte, and Adalsteinn Brown. "Addressing Health-Related Quality of Life Among Children With Multiple Sclerosis." International Journal of MS Care 25, no. 1 (January 1, 2023): 35–42. http://dx.doi.org/10.7224/1537-2073.2022-017.
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CE INFORMATION ACTIVITY AVAILABLE ONLINE: To access the article and evaluation online, go to https://www.highmarksce.com/mscare. TARGET AUDIENCE: The target audience for this activity is physicians, advanced practice clinicians, nursing professionals, mental health professionals, social workers, and other health care providers involved in the management of patients with multiple sclerosis (MS). LEARNING OBJECTIVES: Describe the three theories discussed and characterize their overlap with usual care in order to implement changes to improve health-related quality of life in children with MS. Describe how recommendations derived from these theories may improve the health-related quality of life of children with MS and their parents by strengthening self-concept, hope, and knowledge. ACCREDITATION: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Intellisphere, LLC. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. This activity was planned by and for the healthcare team, and learners will receive .75 Interprofessional Continuing Education (IPCE) credit for learning and change. PHYSICIANS: The CMSC designates this journal-based activity for a maximum of .75 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. NURSES: The CMSC designates this enduring material for .75 contact hour of nursing continuing professional development (NCPD) (none in the area of pharmacology). PSYCHOLOGISTS: This activity is awarded .75 CE credits. SOCIAL WORKERS: As a Jointly Accredited Organization, the CMSC is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The CMSC maintains responsibility for this course. Social workers completing this course receive .75 continuing education credits. DISCLOSURES: It is the policy of the Consortium of Multiple Sclerosis Centers to mitigate all relevant financial disclosures from planners, faculty, and other persons that can affect the content of this CE activity. For this activity, all relevant disclosures have been mitigated. Francois Bethoux, MD, editor in chief of the International Journal of MS Care (IJMSC), has served as physician planner for this activity. He has disclosed no relevant relationships. Alissa Mary Willis, MD, associate editor of IJMSC, has disclosed no relevant relationships. Authors Julia O’Mahony, PhD; Ruth Ann Marrie, MD, PhD; Audrey Laporte, PhD; and Adalsteinn Brown, DPhil, have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Intellisphere, LLC who are in a position to influence content have disclosed no relevant financial relationships. Laurie Scudder, DNP, NP, continuing education director CMSC, has served as a planner and reviewer for this activity. She has disclosed no relevant financial relationships. METHOD OF PARTICIPATION: Release Date: January 1, 2023; Valid for Credit through: January 1, 2024. To receive CE credit, participants must: (1) Review the continuing education information, including learning objectives and author disclosures.(2) Study the educational content.(3) Complete the evaluation, which is available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation. There is no fee to participate in this activity. DISCLOSURE OF UNLABELED USE: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Intellisphere, LLC do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Intellisphere, LLC. DISCLAIMER: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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Pineda‐Herrero, Pilar, Esher Belvis, M. Victoria Moreno, and Xavier Úcar. "Is continuing training useful for pre‐school teachers? Effects of training on pre‐school teachers and centers." European Early Childhood Education Research Journal 18, no. 3 (September 2010): 407–21. http://dx.doi.org/10.1080/1350293x.2010.500081.
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Sharma, Tanka Nath. "Education for Rural Transformation: The Role of Community Learning Centers in Nepal." Journal of Education and Research 4, no. 2 (August 20, 2015): 87–101. http://dx.doi.org/10.3126/jer.v4i2.12391.
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The main purpose of this paper is to document the potential contributions of the community learning centers in the process of rural transformation and explore how formal, non-formal and informal education are blended for capital formation, empowerment and self sufficiency of the rural communities. Discussions and arguments presented in this paper are based on secondary sources supplemented by a field-based case study. Nepal’s rural communities over the years are facing poverty, deprivation and ignorance. Education and skills for life are particularly important to combat rural poverty and deprivation by developing capacity of rural people to take advantage of available opportunities for reducing economic and non-economic poverty. Community learning centers (CLCs) as the local educational institutions outside the formal structure, can create various learning options and opportunities, responding to the diverse needs of the rural communities living in a complex situation. Referring to a case study, the paper has advocated that CLCs can be instrumental in rural transformation by offering diverse programs in education and community services such as: early childhood care and development, good quality primary education for all children, second chance basic education for youth, literacy and post literacy programs, women education program, vocational skill development, income generating programs and community development services for improving the quality of life of rural people. The paper further suggested that CLC has potential to offer assistance to the students of local schools in improving their academic achievement and to serve as a local institutional base offering technology-based open and distance learning opportunities and engage rural people in lifelong learning and continuing education.
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I. Zyrianova, Natalia, Evgeny M. Dorozhkin, Yekaterina V. Zaitseva, Ivan S. Korotayer, and Matvey D. Shcherbin. "Trends in and principles of training vocational teachers." International Journal of Engineering & Technology 7, no. 2.13 (April 15, 2018): 200. http://dx.doi.org/10.14419/ijet.v7i2.13.11687.
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The urgency of the problem under consideration here has been necessitated by a need for training more vocational teachers for the system; they are to be specialists in developing and implementing the basic and optional educational programs designed for workshop force and mid-tier specialists; this means preparing the personnel resource for innovation industry. The goal of the paper is to reveal the changes that are necessary to be brought about for improving the quality of training delivered to students of vocational pedagogy and continuing vocational education. The key approach to the study of the problem is the systems activity approach that allows us to employ the systems concepts for building domain-specific schema linked to the investigation of how vocational teacher training is organized today, with regard to the requirements set by Russia's educational standard "Teacher of vocational training and continuing vocational education". Analysis of theory and findings in the literature led us to the conclusion that, considering the particular properties and logic of vocational teacher’s education, as well as reliance on the approaches and concepts under consideration, is what shall cater to the ever increasing demands to it from man, society and state. In view of the analysis' results, we suggest recommendations for improving vocational teacher training that would lead to vocational education/training/continuing education quality enhancement, including training offered in corporate training centers and innovation industries. The materials herein may be of value to educational managers in forming their personnel resource.
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Hartung, Daniel M., Kirbee A. Johnston, Jessina C. McGregor, and Dennis N. Bourdette. "Characteristics of Prescription Drug Use Among Individuals With Multiple Sclerosis in the US Medicare Population." International Journal of MS Care 24, no. 2 (March 1, 2022): 90–97. http://dx.doi.org/10.7224/1537-2073.2021-062.
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CE Information Activity Available Online: To access the article and evaluation online, go to https://www.highmarksce.com/mscare. Target Audience: The target audience for this activity is physicians, advanced practice clinicians, nursing professionals, pharmacists, and other health care providers involved in the management of patients with multiple sclerosis (MS). Learning Objectives: Recognize the frequency of utilization of non-DMT medications by MS patients and integrate questions about their use into patient history. Characterize and be mindful of the out-of-pocket cost burden of DMT and non-DMT medication use in patients with MS. Accreditation Statement: In support of improving patient care, this activity has been planned and implemented by The Consortium of Multiple Sclerosis Centers (CMSC) and Intellisphere, LLC. CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the health care team. This activity was planned by and for the health care team, and learners will receive 0.5 Interprofessional Continuing Education (IPCE) credit for learning and change. For Physicians: The Consortium of Multiple Sclerosis Centers designates this journal-based activity for a maximum of 0.5 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. For Nurses: This activity is awarded 0.5 contact hours of nursing continuing professional development (NCPD) (0.5 of these credits are in the area of pharmacology). For Pharmacists: This knowledge-based activity (UAN JA4008165-9999-22-020-H01-P) qualifies for 0.5 contact hours (0.05 CEUs) of continuing pharmacy education credit. For Physician Assistants: The Consortium of Multiple Sclerosis Centers has been authorized by the American Academy of PAs (AAPA) to award AAPA Category 1 CME credit for activities planned in accordance with AAPA CME Criteria. This activity is designated for 0.5 AAPA Category 1 CME credits. Approval is valid until April 1, 2023. PAs should only claim credit commensurate with the extent of their participation. It is the policy of the Consortium of Multiple Sclerosis Centers to mitigate all relevant financial disclosures from planners, faculty, and other persons that can affect the content of this CE activity. For this activity, all relevant disclosures have been mitigated. Disclosures: Francois Bethoux, MD, editor in chief of the International Journal of MS Care (IJMSC), has served as Physician Planner for this activity. He has disclosed no relevant financial relationships. Alissa Mary Willis, MD, Associate Editor of IJMSC, has disclosed no relevant financial relationships. Daniel Hartung, PharmD, MPH, consults for the National Multiple Sclerosis Society and Sandoz Pharmaceuticals. Leorah Freeman, MD, PhD, has served as a consultant for Genentech, Celgene/Bristol Myers Squibb, EMD Serono, TG Therapeutics, and Novartis; and has received grant/program support from EMD Serono and Genentech. The staff at IJMSC, CMSC, and Intellisphere, LLC who are in a position to influence content have disclosed no relevant financial relationships. Laurie Scudder, DNP, NP, Continuing Education Director CMSC, has served as a planner and reviewer for this activity. She has disclosed no relevant financial relationships. Method of Participation: Release Date: April 1, 2022; Valid for Credit through: April 1, 2023 In order to receive CE credit, participants must: (1) Review the continuing education information, including learning objectives and author disclosures.(2) Study the educational content.(3) Complete the evaluation, which is available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation. There is no fee to participate in this activity. Disclosure of Unlabeled Use: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Intellisphere, LLC do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Intellisphere, LLC. Disclaimer: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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Rodrigues do Prado De-Carlo, Marysia Mara, Heloisa Cristina Figueiredo-Frizzo, Aide Mitie Kudo, and Rosibeth Del Carmen Muñoz-Palm. "Videoconferencing in occupational therapy in hospital contexts and palliative care." Revista de la Facultad de Medicina 66, no. 4 (October 1, 2018): 575–80. http://dx.doi.org/10.15446/revfacmed.v66n4.64046.
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Introduction: Communication and information technologies in the health context allow optimizing inter-institutional activities in continuing education.Objectives: To describe the activities performed by of the Special interest group on Occupational Therapy in hospital contexts and palliative care and to discuss the importance of videoconferencing in the continuing education process of Occupational Therapy students and health professionals in this field.Materials and methods: A documentary, retrospective, and descriptive study was conducted. The special interest group was created through the Telemedicine University Network, which is a high-speed network connecting university hospitals and health teaching centers in Brazil. There are 34 operating centers from 15 Brazilian states and one Chilean university registered in the group.Results: 36 videoconferences were made between August 2013 and December 2017, where relevant topics for the practice of occupational therapists in hospital contexts and palliative care were presented. Videoconferencing allows occupational therapists to access updating material on specific topics through interactive communication sessions in virtual spaces regardless of their current location, thus overcoming geographical barriers.Conclusion: Videoconferencing contributes to the updating and spreading of knowledge and professional practices among students and occupational therapists in their professional field.