Relevant bibliographies by topics / Health professional education

Academic literature on the topic 'Health professional education'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Health professional education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Health professional education"

1

Chen, Michael, Charles Chen, and Alice J. Lin. "Game for Health Professional Education." International Journal of Information and Education Technology 6, no. 12 (2016): 972–75. http://dx.doi.org/10.7763/ijiet.2016.v6.827.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dixon-Terry, Eleanor. "Attending Professional Health Education Meetings." Californian Journal of Health Promotion 2, no. 1 (March 1, 2004): 16–21. http://dx.doi.org/10.32398/cjhp.v2i1.575.

Full text
Abstract:
The profession of health education and health promotion involves a journey of discovery, where along the way, the student and new professional is uncovers many layers and nuances. One of the mysteries surrounding the profession is the participation in a professional meeting. Student and new professionals often perceive this to be challenging, overwhelming and fraught with roadblocks and barriers. While understanding perceptions of mystery from those entering the field about professional meetings, the best way to fully engage in the profession and to get the full effect and benefit of a professional health education meeting is through direct immersion and personal experience.
APA, Harvard, Vancouver, ISO, and other styles
3

Adiga, Kasturi R., and Anice George. "Inter-professional Education-a Challenge for Health Professionals." International Journal of Nursing Education 7, no. 3 (2015): 123. http://dx.doi.org/10.5958/0974-9357.2015.00148.8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Gonchigjav, Battsetseg, Altantulga Bayaraa, Badamsuren Yadam, and Batchuluun Pandaan. "P5.06: Health Professional Education." Transplantation 106, no. 9S (September 2022): S527. http://dx.doi.org/10.1097/01.tp.0000888296.78954.0f.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Anderson, Claire, Tina Brock, Ian Bates, Mike Rouse, Jennifer Marriott, Henri Manasse, Billy Futter, Suresh Bhojraj, Andrew Brown, and Diane Gal. "Transforming Health Professional Education." American Journal of Pharmaceutical Education 75, no. 2 (March 10, 2011): 22. http://dx.doi.org/10.5688/ajpe75222.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Thompson, Sharon E., and Ronald F. Bybee. "Professional Portfolios for Health Educators and Other Allied Health Professionals." Californian Journal of Health Promotion 2, no. 1 (March 1, 2004): 52–55. http://dx.doi.org/10.32398/cjhp.v2i1.581.

Full text
Abstract:
A professional portfolio is a compilation of material that documents a health educator’s competencies. A portfolio can assist students relate academic assignments to the practical skills that are necessary for the practicing health educator (Waishwell, Morrow, Micke & Keyser, 1996). The portfolio should be conceptualized as a “living document” that is ever-changing with the increasing depth of knowledge and experience of the individual. During a Society for Public Health Education/American Association for Health Education Program Approval Process (SABPAC) visit, the site team recommended that students develop a portfolio as an assignment in an introductory health education course. By instituting this assignment earlier in their academic careers, students become oriented to the process of collecting and organizing assignments and material for their portfolio, as well as documenting volunteer experiences and/or health education in the community. This portfolio can eventually be used as a job-seeking instrument that gives potential employers an overview of an applicant’s strengths and experiences.
APA, Harvard, Vancouver, ISO, and other styles
7

Leggat, Sandra. "Australian Health Review call for papers." Australian Health Review 30, no. 4 (2006): 417. http://dx.doi.org/10.1071/ah060417.

Full text
Abstract:
The Editor of Australian Health Review invites contributions for an upcoming issue on health professional education. Submission deadline: 6 February 2007 It is expected that tertiary education and research for health professionals will be the focus of substantial change over the next couple of years. The health professional workforce has been the subject of recent studies in Australia and New Zealand. The New Zealand Health Workforce Advisory Committee has focused on ensuring an effective strategic framework and outlined seven principles comprising equity and appropriateness, strategic and sustainable supply, healthy workplaces, collaborative practice, effective education, stakeholder involvement and information and monitoring.1 In Australia, the Productivity Commission made strong recommendations directed at improving health professional education to enhance coordination, reduce practice barriers and address shortages of health professionals. 2 To help inform policy and practice, Australian Health Review is looking to publish feature articles, research papers, case studies and commentaries related to health professional education. Potential topic areas include: � Addressing health workforce challenges � Multidisciplinary professional practice and interdisciplinary education � Management education and clinician managers � Evidence-based education � Sector-based approaches to education and training � Partnerships and social change � Impact of national education and research policy on health professional education. Submissions related to international programs with lessons for Australia and New Zealand will also be welcomed. Submissions can be short commentaries of 1000 to 2000 words, or more comprehensive reviews of 2000 to 4000 words. Please consult the AHR Guidelines for Authors for information on formatting and submission.
APA, Harvard, Vancouver, ISO, and other styles
8

Leggat, Sandra G. "Health professional education: perpetuating obsolescence?" Australian Health Review 31, no. 3 (2007): 325. http://dx.doi.org/10.1071/ah070325.

Full text
Abstract:
THE CURRENT SUITE of health professions was established to respond to health care needs of the distant past. Organisation of health professional skills that is based on health care practices of previous centuries is unlikely to serve the public health care system in the future. Judging by the number of papers on health professional education we received, it appears that health care practitioners, policy makers and educators may be slowly realising that, just like many of the health care technologies of the 18th century, the organisation of our health professional workforce has become obsolete. But, as identified in a survey of Australian health workforce policy experts, there is a fundamental lack of coordination between the national and state levels of government and insufficient long-range planning to effectively address health professional workforce issues (see page 385).
APA, Harvard, Vancouver, ISO, and other styles
9

Playford, Denese, Simon Towler, Scott Blackwell, Fiona Lake, Barbara O'Neill, Jill Thistlethwaite, and Gillian Nesbitt. "Health professional education: perpetuating obsolescence?" Australian Health Review 32, no. 1 (2008): 6. http://dx.doi.org/10.1071/ah080006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Friedman, PK. "Women's health: implications for health professional education." Journal of Dental Education 57, no. 10 (October 1993): 759–61. http://dx.doi.org/10.1002/j.0022-0337.1993.57.10.tb02801.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Health professional education"

1

Iphofen, Ron. "Effective learning in health care professional education." Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327463.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Gallagher, Ann. "Healthcare virtues and professional education." Thesis, University of Central Lancashire, 2003. http://clok.uclan.ac.uk/19052/.

Full text
Abstract:
This thesis emerged from a long-standing interest in healthcare ethics and professional education and is the result of conceptual and literature-based research. It began with: a nagging doubt about the possibility of teaching professional ethics; with an interest in the gap between what is known and what is done; with an awareness that the A grade ethics student is not necessarily the exemplary nurse or doctor in practice; and with an idea that virtue ethics might be the answer. Two central and related issues are addressed: (1) ethical values and perspectives which are necessary components of healthcare ethics and (2) the implications of, and strategies for, promoting these ethical values and perspectives in the education of health professionals. Changes within healthcare and in society urge an ongoing consideration and reevaluation of ethical values in healthcare and professional education. Contemporary approaches to health professional ethics have, for the most part, focused on duty, consequences, principles and, more recently, on rights. Such obligation-based approaches are primarily concerned with action and the cognitive realm with too little regard for the emotions and character. It will be argued that virtue ethics, which focuses on the character of the professional, goes some way towards correcting the rationalist and externalist bias of predominant approaches to healthcare ethics. A wide array of ethical values, have been described and discussed as characterising healthcare ethics. One of the most well-known perspectives is that of Beauchamp and Childress (2001) who elucidate four biomedical ethical values, what they call principles, of autonomy, beneficence, non-maleficence and justice. Beauchamp and Childress identify but elaborate little on the virtue correlates of these principles: respectfulness, benevolence, non-malevolence and justice. In this thesis, the virtue of respectfulness will be developed. It will be argued that respectfulness and selfrespectfulness are necessary healthcare values. Respectfulness is considered both initself and as respect-for: in relation to dignity and autonomy. Respectfulness also goes some way to reinforcing and encompassing other values: if the dignity and autonomy of people are respected they will be benefited rather than harmed and they will be treated fairly. Whilst self-respectfulness and respectfulness are necessary health professional virtues, they are not sufficient. Two further necessary virtues will be discussed in relation to the health professions: courage and practical wisdom. The more holistic approach to ethics proposed in this thesis requires attention to: technical-rational ('hard, high ground') and professional artistry ('swampy lowlands') perspectives on healthcare; to 'whole person' and common human experience perspectives; to rationality and the emotions; to action or conduct and character; to obligations and virtues; and to empirical and theoretical ethics. These aspects should be considered in professional education. It is argued that the development of ethical competence is the overall purpose of professional ethics education. The model of ethical competence proposed comprises: ethical knowing; ethical seeing; ethical reflection; ethical doing; and ethical being A draft curriculum is suggested regarding how ethical competeiice might be promoted.
APA, Harvard, Vancouver, ISO, and other styles
3

McHenry, Kristen L. "Allied Health Inter-professional Exploration & Education Experiences." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2544.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Yam, Frances F. K. Cheng. "Evaluation of a taught professional diploma in health education." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493644.

Full text
Abstract:
An increasing trend in risk-taking behaviour by Hong Kong youth has caused great concern amongst educators. Although health education in schools would improve the situation, teachers in Hong Kong have not traditionally received the appropriate training. Thus, an in-service professional diploma programme was developed. This study aimed to explore the effectiveness of a part-time in-service diploma programme that trained teachers to empower adolescents to lead healthy lifestyle.
APA, Harvard, Vancouver, ISO, and other styles
5

Pack, Robert P., M. Kiviniemi, and S. Mackenzie. "Liberal Education and Professional Education Approaches to Undergraduate Training in Public Health." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1336.

Full text
Abstract:
Frequently, educational approaches are considered as a dichotomy – liberal versus professional. However, perpetuating this dichotomy may not best serve students or the workforce. We are at the forefront of an educational movement and it is critical that we think intentionally about who we are training our students to be and how do we best do it. Baccalaureate public health education is occurring in a range of locations including community colleges, traditional liberal arts schools, and schools of public health. Faculty and staff have a diverse range of training and experience in educational frameworks, In addition, this educational movement is occurring at a time when the disciplinary boundaries of public health are expanding and becoming less defined.
APA, Harvard, Vancouver, ISO, and other styles
6

Ward, Laura G. "Physical education teachers' engagement with health-related exercise and health-related continuing professional development : a healthy profile?" Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/33678.

Full text
Abstract:
Over the past decade there have been increasing amounts of academic, political and media interest in Physical Education. teachers and their role in promoting healthy, active. lifestyles. Indeed, there is a long-standing assumption that schools play a fundamental role in producing 'a healthy nation' arid that Physical Education is responsible for promoting sport, physical activity and health amongst young people. This research was located within the context of Health-Related Exercise (HRE), a statutory component of the National Curriculum for Physical Education in England which aims to promote in pupils the knowledge, skills and understanding necessary to lead healthy, active lifestyles. An extensive and critical review of literature revealed that there were continuing concerns over the status, organisation and teaching of HRE within the curriculum, and that questions had been raised over Physical Education teachers' knowledge of HRE and the extent to which they have engaged with continuing professional development (CPD) in the area (HRE-CPD). The reasons underpinning these concerns have been relatively unexplored and this thesis represents a contribution towards understanding the social processes which have served to influence the nature and extent of Physical Education teachers' engagement with HRE and HRE-CPD.
APA, Harvard, Vancouver, ISO, and other styles
7

Hacker, Samantha R. B. S. "Interprofessional Education Experience and Professional Development." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819792890846.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Adedipe, Adebimpe O. "Social identity, professional collective self-esteem, and attitudes of interprofessional education in health professions faculty." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1492368848048543.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Galper, Carol Quillman. "Evidence of professional values in a rural medical education program: Implications for medical education leaders." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279943.

Full text
Abstract:
Medical education leaders have been concerned about the decline in professionalism among medical students. While many studies have documented the professional socialization of medical students most have simply noted the process or examined the adaptation on the part of the students to the environment of the academic health center. Few have examined the socialization of professionalism, although many articles in the literature have discussed the lack of professionalism seen among medical students and they progress through their medical education. This is seen in students' distancing from patients, adopting the use of dehumanizing terminology when referring to patients and their families, and the decline in psycho-social functioning. There appear to be many factors that have facilitated this decline in professional values. Some include the increasing involvement of managed care in the teaching hospital, requirements for faculty to increase their clinical revenue thus reducing their time spent with students, and relegation of the teaching of medical students to residents. This study examines an alternate environment, the rural site, as one that may favor the adoption of the traditional or core professional values of physicians. This research qualitatively examines student's comments related to their involvement in a rural medical education program. This program, which selects 15 students each year from the entering class of medical students, seeks to nurture interest in rural practice. These medical students appear to have increased exposure to professional values due to their increased time spent in the rural environment. These teaching sites provide an alternative with which to compare the values held and reinforced in the academic health center. The values in the rural environments appear to be different than those in the academic health center, and seem to reflect professionalism in ways that are more consistent with the traditional values of physicians. These values include ones such as service to the community, altruism, honesty, respect and collegiality. The professional socialization of medical students requires the socialization of professional values. The rural medical education sites examined here through the students' comments reflect a different type of experience, one in which professional values are modeled, expected and upheld.
APA, Harvard, Vancouver, ISO, and other styles
10

Epps, Susan Bramlett. "Professional Development." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2573.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Health professional education"

1

Joy, Higgs, and Edwards Helen Ph D, eds. Educating beginning practitioners: Challenges for health professional education. Oxford: Butterworth-Heinemann, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Angela, Scriven, Orme Judy, and Open University, eds. Health promotion: Professional perspectives. 2nd ed. Basingstoke: Palgrave in association with The Open University, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

S, Gold Robert. The health education ethics book. [Dubuque, IA]: Wm. C. Brown, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Fraser, Kym. Studying for continuing professional development in health: A guide for professionals. Abingdon, Oxon: Routledge, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Cuff, Patricia A., and Megan M. Perez, eds. Future Financial Economics of Health Professional Education. Washington, D.C.: National Academies Press, 2017. http://dx.doi.org/10.17226/24736.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Farrell, Christine. Where's the patient's voice in health professional education? Vancouver, BC: Division of Health Care Communication, University of British Columbia, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Cuff, Patricia A., and Erin Hammers Forstag, eds. Improving Health Professional Education and Practice Through Technology. Washington, D.C.: National Academies Press, 2018. http://dx.doi.org/10.17226/25072.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Health professional as educator: Principles of teaching and learning. Sudbury, MA: Jones & Bartlett Learning, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

M, Jensen Gail, and Harvan Robin Ann, eds. Leadership in interprofessional health education and practice. Sudbury, Mass: Jones and Bartlett Publishers, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Joy, Higgs, and Titchen Angie, eds. Professional practice in health, education and the creative arts. Oxford: Blackwell Science, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Health professional education"

1

Browne, Julie. "Professional Bodies in Health Professions Education." In Clinical Education for the Health Professions, 1–20. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6106-7_109-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sorinola, Olanrewaju, Tania Gerzina, and Jill Thistlethwaite. "Health Professional Education Programs." In Educating Health Professionals, 49–60. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Higgs, Joy, and Edwina Adams. "Standards in Health Professional Education." In Educating Health Professionals, 129–44. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Gribble, Nigel, and Alma Dender. "Internationalisation and Health Professional Education." In Educating Health Professionals, 223–34. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lincoln, Michelle, and Sue McAllister. "Assessment in Health Professional Education." In Educating Health Professionals, 235–44. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Patton, Narelle, and Joy Higgs. "Implications for Health Professional Education." In Health Practice Relationships, 237–44. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-788-9_28.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Paige, John T. "Developing Health Professional Teams." In Clinical Education for the Health Professions, 1–21. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-13-6106-7_96-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Leedham-Green, Kathleen, Alec Knight, and Rick Iedema. "Developing Professional Identity in Health Professional Students." In Clinical Education for the Health Professions, 1–21. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6106-7_46-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Duffy, Elaine, and Wayne Rigby. "Indigenous Issues in Health Professional Education." In Educating Health Professionals, 173–84. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

West, Sandra, Melinda J. Lewis, and Mary-Helen Ward. "Blended Learning in Health Professional Education." In Educating Health Professionals, 245–54. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_21.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Health professional education"

1

Arsenijević, Olja, Marija Lugonjić, and Polona Šprajc. "E-Learning Continuous Medical Education of Health Workers." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.3.

Full text
Abstract:
t Continuing medical education (CME) is the right and obligation of every health worker for continuous professional development and one of the conditions for license renewal. The need for CME arose as a consequence of constant innovations in medicine as a science, as well as the introduction of new technologies in therapy, diagnostics and health care. It is necessary (mandatory) for all health workers, because it provides monitoring and reform of the education and health system according to WHO recommendations. A CME is a set of educational activities that serve to maintain, develop, or increase the knowledge, skills, and professional accomplishments and relationships that a physician and other health care professionals use to provide services to patients, the public, or the profession. The CME system ensures that the latest knowledge and the latest treatment techniques are transferred through additional and continuous form of internal or external training to doctors and medical technicians, and aims to raise the level of expertise and improve the quality of health care in all forms of health care and daily practice. E-learning is a step forward in CME. The aim of this paper is to present the e-learning system of education of medical workers in Serbia, as well as to present the attitudes of health workers about e-learning continuous medical training through empirical research.
APA, Harvard, Vancouver, ISO, and other styles
2

Marcean, Crin, and Mihaela Alexandru. "PROFESSIONAL IDENTITY AND PROFESSION VALUES TRANSPOSED INTO NURSING EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end030.

Full text
Abstract:
"Professional identity is the concept that describes how we perceive ourselves in our occupational context and how we communicate it to others. Professional identity is not static, but fluid. It is strongly influenced by how we see ourselves, how we perceive others and how we are viewed by society. Professional values are inherent characteristics of every profession and are part of the professional identity. Personal values are a powerful tool that influences our lives. They are the standards that each of us defines in order to live according to them and often influence our attitude and behavior. The profession of nurse/ midwives is defined by the values that each practitioner experiences every day in relation to his profession and each patient with whom he interacts. The professionalism of nursing profession requires that the nurses, midwifes to be able to provide quality health care services adapted to the society healthy needs, no matter age, social position, gender, political and sexual orientation or other differentiation criteria. In this way they will be able to increase the population’s health level. The Order of Nurses and Midwives of Romania implemented POLMED project which objective was to develop a set of fundamental professional values for nurses and midwives, for the benefit of the medical-patient staff relationship. The project aimed at developing an analysis of European public policies on the values of nursing and midwifery, conducting a survey of the current situation in Romania on the values of nursing and midwifery by involvement of 200 nationally selected nurses and midwives, as well as the training of 45 nurses and midwives in the design and evaluation of public policies. As a result, the ability of medical personnel to meet the citizen’s need to have quality health system is directly linked first and foremost to the reform of the educational system of professional training, which internalizes a values system centered on professionalism, empathy towards the patient and cooperation with patients and other categories of professionals in the medical system. The paper work is divide in two parts, the first part presents a survey in order to develop a set of fundamental professional values for nurses and midwives, and the second part presents the way these values were transposed in the nursing education. The paper presents a study on the ways of transposing the professional identity and profession values into the nursing education."
APA, Harvard, Vancouver, ISO, and other styles
3

Muca, Florian. "A GLANCE OF PHYSICAL EDUCATION TEACHER’S SATISFACTION WITH THEIR PROFESSION IN ALBANIA." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/108.

Full text
Abstract:
ABSTRACT Recognizably the teachers’ profession is important in shaping the knowledge and skills of youth. At equal importance is teachers’ satisfaction and motivation related to their professional activity for overall quality outcomes in the education process. Certainly, in the past, also in the modern time, the teachers’ role is incredibly significant and linked to the prosperity of a nation. The aim of this study was to take a glance in Physical Education (PE) Teachers’ satisfaction in relation with their professional activity. Participants in this research study were (N=88) PE teachers from various levels of professional qualification, who led classes in physical education and sports in the Albanian school system. A modified questionnaire with 22 items related to satisfaction with the teaching profession was applied. The statistical instruments for this study were: descriptive analysis, factor analysis principal component analysis. The following five factors related to the satisfaction of the profession were identified: (a) professional relations, (b) professional development and educational reforms, (c)organization working conditions, (d) social working conditions, (e) salary, and insurance. The items with the highest values were: - professional relations with colleagues, professional relations with school management, evaluation of school management at work, and opportunities to participate in the education and personal development of youth. In contrast, the items with the lowest values were the amount of payment, working conditions and facilities for educational activity, reforms in education, social and health insurance. This study found that factors related to internal educational setting and professional environment have the greatest impact on teachers’ satisfaction. On the other hand, external factors contribute to teachers’ dissatisfaction such as salary, health insurance, working conditions, facilities, and reforms in education.
APA, Harvard, Vancouver, ISO, and other styles
4

Laubinger, Jean, Mark Quinn, Wendy Hildenbrand, and Cheryl Gibson. "HEALTH PROFESSIONS STUDENTS EXPAND PUBLIC HEALTH KNOWLEDGE AND PROFESSIONAL SKILLS THROUGH INTERNSHIPS WITH COMMUNITY ORGANIZATIONS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0350.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Thomas, Liz, and Vicky Duckworth. "Maintaining the diversity of the professional healthcare workforce through higher education qualification routes." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8198.

Full text
Abstract:
In England many professional healthcare qualifications, including nursing, are only achievable through higher education, for which tuition fees are payable from this year (2017-18) onwards. This paper is concerned about maintaining both the number and diversity of healthcare professionals to meet the needs of a diverse and ageing population. It reviews student views and the available statistical evidence about the impact of the introduction of tuition fees on applicants, and literature and empirical evidence about what higher education institutions are doing to recruit and retain students from different backgrounds to meet the health needs of the population. It concludes that because professions such as nursing have traditionally recruited from a diverse population minimal knowledge or practical expertise has been developed to widen participation in healthcare education in general and nurse education in particular. Moving forward, the healthcare and higher education sectors will need to work in joined up ways to develop strategies to both attract and retain a wide range of diverse students to higher education professional healthcare qualification courses – and maintain the supply of qualified healthcare professionals.
APA, Harvard, Vancouver, ISO, and other styles
6

LI, MIAO-JING, YONG-GUI LIU, ZI-XUAN ZHAO, XU-HUA HE, HAN-BING ZHAO, YI ZHANG, and TING MEI. "EXPLORATION ON THE TEACHING DESIGN OF HEALTH MANAGEMENT COURSE." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35695.

Full text
Abstract:
In the era of public health emergencies, this paper puts forward the ideas and programs of Ideological and political teaching design of health management course. The design is based on many events occurred in health emergencies as cases, at the same time, it constructs the collection of Ideological and political elements of the course, organically integrates with the professional knowledge of health management, and carries out the problem-oriented hybrid teaching, so as to better guide students to actively think about the ideological and moral significance contained in each case and internalize it into their own values when learning professional knowledge and to help them shape the correct "Three Outlooks" and ultimately achieve the teaching and education goal of cultivating the interdisciplinary health management professionals with both ability and political integrity.
APA, Harvard, Vancouver, ISO, and other styles
7

Kovrigina, Tatyana R., and Mariya A. Ilina. "Preparation of teachers of preschool education for the implementation of health-saving activities." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-356-362.

Full text
Abstract:
This article discusses the problem of preparing preschool teachers to carry out health-saving activities for the full and comprehensive development of children, since solving this problem is one of the main tasks of education: preserving and strengthening the physical, psychological and social health of children. The analysis of the educational needs of teachers in the field of health care is carried out on the basis of a questionnaire to identify professional deficits and requests of teachers of preschool education in the aspect of health care. The reflection of health-saving problems in the content of additional professional training programs is considered.
APA, Harvard, Vancouver, ISO, and other styles
8

"CONTINUED PROFESSIONAL DEVELOPMENT AND INTERNET TOOLS IN EDUCATION OF HEALTH WORKERS." In International Conference on Health Informatics. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003153605510554.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Carrion, B., P. Portillo-Palma, and EA Mendez. "ROLE-PLAY SIMULATION OF TELEMEDICINE FOR UNDERGRADUATE HEALTH STUDENTS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7145.

Full text
Abstract:
Telemedicine has reemerged as the way to provide patient care amid the COVID-19 pandemic. It poses a safe and cost-efficient alternative to presence-based health appointments. Integrating remote patient care into healthcare training during their pre-clerkship curriculum is crucial for them to acquire professional skills to succeed in their postgraduate practices. One technique to achieve this is role-playing. It provides a learning environment for students to experience their future professional context in a safe, controlled setting. An educational innovation was implemented in the Preclinical Skills course to train students to carry out a teleconsult using peer role-play simulation. The study considered a mixed approach with a cross-sectional and descriptive design. The sample consisted of 75 students in the third semester on a health undergraduate program at Tecnologico de Monterrey organized in teams; each member represented a different role: health professional, patient, and observer-evaluator. Three clinical cases (abdominal pain, bad breath, and insomnia) randomly assigned. Each one with a script containing the patient's background, present illness with medical history. Students had to simulate a teleconsult according to their role, and the observer had to score a classmate's performance. To describe their experience, students completed an anonymous questionnaire. Our results showed that students identified key points that allow a teleconsult to successfully develop, even when not having the same role in the dynamic. They also recognized their opportunity areas and highlighted these tools as useful for obtaining skills that will help them excel in their professional practice even after the COVID-19 pandemic. Keywords: emergency adaptation, remote teaching, educational innovation, role-play, simulation, telemedicine, health education, skills, role-play
APA, Harvard, Vancouver, ISO, and other styles
10

Mukhalalati, Banan AbdulRzaq, Sara ElShami, Ahmed Awaisu, Bridget Javed, Alison Carr, Hiba Bawadi, Randa Almahasneh, et al. "The Design of Preceptor Development Program for Health Cluster in Qatar – “The Practice Educators Academy”." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0140.

Full text
Abstract:
Background: Experiential learning is the backbone of many healthcare professional education programs, and the quality of experiential learning is dependent on the skills, experiences, and proficiency of the clinical preceptors who largely contribute to this experience. Preceptors should ideally possess both clinical practice and teaching skills; however, preceptors often do not possess formal training as educators. This research was conducted at Qatar University with the aims of identifying preceptors’ educational needs and developing the skills by designing an educational professional development program called: “The Practice Educators’ Academy”. Methods: A mixed-methods triangulation study design was applied to identify preceptors’ educational needs quantitatively through a validated survey sent to preceptors (n=325), and qualitatively by conducting 11 focus groups with preceptors (n=20), students (n=42), sand clinical faculty members (n=7). Quantitative and Qualitative data in addition to an extensive literature review were used in designing the academy by an inter-professional healthcare and educational team. Results: Principles of learning theories, planning for experiential learning, teaching strategies, students’ assessment and feedback, and communication skills for effective preceptorship and conflict resolution were the key domains expressed as preceptors’ educational needs. A five-module program syllabus was designed to meet these needs while benchmarking it with international preceptors’ educational development programs. The designed syllabus was critically examined and validated by national and international health professional education scholars. Conclusion: “The Practice Educators’ Academy” is the first intervention nationally and regionally that aims at improving preceptors’ teaching skills required to prepare competent health profession graduates. This will advance healthcare outcomes, meet the healthcare needs of Qatari society, and ultimately contribute to achieving Qatar National Vision 2030. Future studies should focus on evaluating the effectiveness of the program in improving preceptors’ knowledge and skills, and enhancing students’ satisfaction before full implementation at a national level.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Health professional education"

1

Flottorp, Signe. Do continuing education meetings and workshops for healthcare professionals improve professional practice and healthcare outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/160809.

Full text
Abstract:
An important aim of continuing education for healthcare professionals is to improve professional practice so that patients can receive improved healthcare. Educational meetings and printed educational materials are the most common types of continuing education for health professionals. Educational meetings include lectures, workshops and courses. The meetings can be highly variable in terms of content, number of participants, the degree and type of interaction, length and frequency.
APA, Harvard, Vancouver, ISO, and other styles
2

Opiyo, Newton. What are the effects of interprofessional education on professional practice and healthcare outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170413.

Full text
Abstract:
Delivering effective, high quality patient care is complex and requires that health and social care professionals work together effectively. Interprofessional education – training or learning initiatives that involve more than one profession in joint, interactive learning with the explicit purpose of improving interprofessional collaboration or patient care – is a possible strategy for improving how professionals work together as well as improving professional practice and patient care.
APA, Harvard, Vancouver, ISO, and other styles
3

Popova, Marina, Victoria Chistova, and Alexandra Sherbakova. FACTORS AFFECTING HEALTH AND PROFESSIONAL ACTIVITIES OF TEACHERS IN SPHERE OF HIGHER EDUCATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/2658-6649-2019-11-3-2-58-64.

Full text
Abstract:
The article is devoted to the health problem of teachers in the sphere of higher education. Professional factors which adversely affect the health of the teachers are discussed. It is concluded that it is necessary, from the position of an integrated approach, to study the health state of teachers in higher educational institutions and to develop measures to optimize it under current conditions.
APA, Harvard, Vancouver, ISO, and other styles
4

Steinmann, Peter. Do changes in the pre-licensure education of health workers impact on the supply of health workers? SUPPORT, 2017. http://dx.doi.org/10.30846/170209.

Full text
Abstract:
In many countries there is a shortage of health workers. The high financial and resource investments needed to train health workers make it important to find ways to increase the number of students entering initial health professional training (sometimes referred to as pre-licensure training) and reduce the number of pre-graduation drop-outs. Ways to achieve this include interventions to increase the capacity of health professional training institutions; reduce the loss of students (and increase the likelihood that students will graduate); or increase the recruitment of students from other countries into health professional training institutions. Minority academic advisory programmes that include academic, personal, financial and vocational advising, skills building, mentorships, supplementary training, and annual evaluations are an approach to achieving this amongst students from minority groups.
APA, Harvard, Vancouver, ISO, and other styles
5

Flottorp, Signe, Claire Glenton, and Simon Lewin. Do lay or community health workers in primary healthcare improve maternal, child health and tuberculosis outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/160810.

Full text
Abstract:
Lay health workers have no formal professional education, but are usually given job-related training, and can be involved in either paid or voluntary care. They perform diverse functions related to healthcare delivery and have a range of titles, including village health workers, community volunteers and peer counsellors.
APA, Harvard, Vancouver, ISO, and other styles
6

Flottorp, Signe, Claire Glenton, and Simon Lewin. Do lay or community health workers in primary healthcare improve maternal, child health and tuberculosis outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/1608103.

Full text
Abstract:
Lay health workers have no formal professional education, but are usually given job-related training, and can be involved in either paid or voluntary care. They perform diverse functions related to healthcare delivery and have a range of titles, including village health workers, community volunteers and peer counsellors.
APA, Harvard, Vancouver, ISO, and other styles
7

Kozhevnikova, O. A. ELECTRONIC COLLECTION OF TEST TASKS FOR THE COURSE "FUNDAMENTALS OF PEDIATRICS AND HYGIENE" : A BANK OF QUESTIONS. SIB-Expertise, January 2022. http://dx.doi.org/10.12731/er0530.21012022.

Full text
Abstract:
The test tasks are compiled in accordance with the requirements of the Federal State Educational Standard in the direction of "Psychological and pedagogical education" and are designed to control the formation of the following universal general professional and professional competencies: OPK-1 (Able to carry out professional activities in accordance with regulatory legal acts in the field of education and professional ethics) and PC-6 (Capable of ensuring the protection of the life and health of students). Indicators of competence achievement are knowledge of the priority directions of the development of the education system of the Russian Federation, laws and other regulatory legal acts regulating activities in the field of education in the Russian Federation, legislative documents on the rights of the child, the Convention on the Rights of the Child; knowledge of methods and methods of ensuring the safety of students in dangerous situations; ability to apply basic regulatory legal acts in the field of education and professional ethics; the ability to analyze and assess the degree of danger in various situations, the ability to provide conditions for a safe and comfortable educational environment that contributes to the preservation of life and health of students.
APA, Harvard, Vancouver, ISO, and other styles
8

Klochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel, and Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4405.

Full text
Abstract:
The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.
APA, Harvard, Vancouver, ISO, and other styles
9

Darzi, Andrea, and Nour Hemadi. Is nutrition training of health workers effective in improving caregivers’ feeding practices for children aged six months to two years? SUPPORT, 2017. http://dx.doi.org/10.30846/1705133.

Full text
Abstract:
Caregivers’ feeding practices for children are influenced by different factors that include social and cultural issues. One method that can help overcome these issues is nutrition training of health workers. This is done through in service training, continuing professional education, short courses, or seminars.
APA, Harvard, Vancouver, ISO, and other styles
10

Kaatrakoski, Heli. Learning in and for work in correctional services in Norway. University of Stavanger, November 2022. http://dx.doi.org/10.31265/usps.251.

Full text
Abstract:
The study explored the views of prison officer students and their supervisors regarding (1) prison officer education, (2) prison officers’ continuing professional development, (3) prison officers’ training needs and opportunities, and 4) the future of prison work. A total of ten interviews were conducted in a prison in Norway in October 2021. The prison officer students who were interviewed expressed satisfaction with their education. Communication was highlighted as the most relevant learning topic. Regarding the continuing professional development of prison officers, learning about communication and mental health issues were expressed as areas of particular significance. Learning about services for female prisoners was also brought up. The issues that impede prison officers’ participation in training were the limited time to arrange training and the lack of financial resources. The importance of collaborating and learning together with mental health professionals was expressed, but borrowing learning resources from the neighbouring disciplines was considered to be problematic because of the specific character of prison work. The future of prison work was discussed from different viewpoints. The numbers of aggressive prisoners, old prisoners and those with mental health issues were expected to increase. The need to continue the development of prisons and concerns over the future role of prison officer were also expressed. The report provided five suggestions for future research concerning correctional services.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Health professional education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography