Professional Development Workshops

The British Journal of Chiropractic, 1999

Continuing Professional Development: the why, the how and the when.

Professional development cannot be confused with aspects of a career plan, or reduced to it, although it may have associations and intersections with it. Nor can it be identified only as professional competence, where competence is allied to efficiency. It integrates, above all, the idea of evolutions / revolutions in the different cycles of the life of a professional, in perspectives of adult human development, associated with professional development.

Clinical & Experimental Ophthalmology, 2014

Continuing professional development (CPD) is a responsibility of practicing health professionals to maintain and enhance their performance and improve health care outcomes. It requires professionals to monitor and reflect on their performance, identify opportunities to improve professional practice gaps, engage in formal and informal learning activities, and make practice changes to reduce or eliminate performance gaps. CPD is a lifelong learning process that begins during graduate and postgraduate education and training and continues after obtaining independent licensure. Although initial professional education and training may be structured, as their careers develop, professionals generally have greater discretion in their learning processes. How practicing professionals approach and respond to ethical and legal CPD

The Psychiatrist, 2012

This report is based on research carried out for a GMC study into the effectiveness of Continuing Professional Development (CPD). It has involved non-training doctors from staff grades to senior consultants, including those primarily involved in management, CPD provision and assessment; and institutional officials, such as in Deaneries and universities, across a range of specialties to determine their understanding of:

Journal of the World Federation of Associations for Teacher Education, 2020

Professional development is much more than an after school all-teacher and staff meeting. Teacher professional development (TPD) exists traditionally as in-service training (e.g., systematic, ongoing training once one becomes fully established as a teacher) following pre-service training (e.g., completion of a degree and certificate program). In-service programming often includes faculty meetings, workshops, conference events, focus groups, committee membership, and particular project development. Some schools also count continuing education and certification as professional development. Keywords: education, concepts, practical, professional development, in-service, training

Medical Teacher, 2010

This paper reports on a study examining continuing professional development for consultant doctors. Using a mixture of qualitative (interviews, letters, observation) and quantitative (online questionnaire) methods, the views of CPD providers and users were surveyed. The study met the following objectives: comparing and contrasting the experiences of CPD across the range of specialties; identifying and describing the range of different models of CPD employed across the different specialties and clinical contexts; considering the educational potential of reflective practice in CPD and its impact on professional practice; and exploring how different professionals judge the effectiveness of current CPD practices.

“El Norte visto desde el Sur – el Sur visto desde el Norte. Enfoques geoestratégicos y (post)coloniales”, 2024

Cadmo Suplemento 4 Homenagem JAR Tomo I , 2023

The article presents a new Roman Lusitanian amphora Dressel 14 type stamp QSR found in Belém (near Lisbon) without any primary context. Based on a wide historical approach we discuss the possible functional uses of the Belém area (ancient Restelo beach) in Roman times. The corpus of known QSR Lusitanian amphora stamp and its geographical distribution can be seen as interesting proxy on domestic Lusitanian trade.