Lecture 2 13-14 Professional Development (COMP1205)

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Lecture 3 13-14-Professional Development (COMP1205)

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Lecture 3 13-14-Professional Development (COMP1205)

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Lecture 4 13-14-Professional Development (COMP1205)

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Lecture 4 13-14-Professional Development (COMP1025)

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Lecture 5 13-14-Professional Development (COMP1205)

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Lecture 5 13-14-Professional Development (COMP1205)

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Lecture 6 13-14-Professional Development (COMP1205)

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Lecture 6 13-14-Professional Development (COMP1205)

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Citizanship into Practice in England : The continuing professional development challenge. 'La práctica de la ciudadanía en Inglaterra : el reto del desarrollo profesional continuo'.

Resumen tomado del autor

Conceptualizing professional development in mathematics : elements of a model. 'Conceptualización del desarrollo profesional en matemáticas : elementos de un modelo'.

Resumen basado en el de la publicación

Methodology for assessing the appropriateness of Continuing Professional Development for pharmacy professionals’ revalidation

From April 2010, the General Pharmaceutical Council (GPhC) will be responsible for the statutory regulation of pharmacists and pharmacy technicians in Great Britain (GB).[1] All statutorily regulated health professionals will need to periodically demonstrate their fitness-to-practise through a process of revalidation.[2] One option being considered in GB is that continuing professional development (CPD) records will form a part of the evidence submitted for revalidation, similar to the system in New Zealand.[3] At present, pharmacy professionals must make a minimum of nine CPD entries per annum from 1 March 2009 using the Royal Pharmaceutical Society of Great Britain (RPSGB) CPD framework. Our aim was to explore the applicability of new revalidation standards within the current CPD framework. We also wanted to review the content of CPD portfolios to assess strengths and qualities and identify any information gaps for the purpose of revalidation.

Participation of future pharmacists in a professional development certificate scheme; the paradox of personal identity

The white paper ‘Pharmacy in England’ advocates establishing a new pharmacy regulator, building leadership and integrating undergraduate education.[1] Students must morph into competent pharmacists with the skills, expertise and confidence to lead the profession to 2020 and beyond.[2] One way individuals are encouraged to ‘professionalise’ is through participation in personal/professional development schemes. The British Pharmaceutical Students’ Association (BPSA) and the College of Pharmacy Practice have operated a professional development certificate (PDC) scheme since 2001. The scheme rewards students with a joint certificate for evidence of participation in five accredited activities in one academic year. Although the scheme is relevant to development of students, less than 2% of BPSA members take part annually. We wanted to understand the reasons for the low uptake. Our primary objectives were to examine the portrayal of the scheme and to investigate what it signifies to individuals. We describe our attempts to apply social marketing techniques[3] to the PDC, and we use ‘logical levels of change’[4] to highlight a paradox with personal identity.

The professional development certificate scheme for undergraduates

The professional development certificate scheme, developed by the British Pharmaceutical Students’ Association, can bridge the gap between pharmacy undergraduates, tutors and employers. Jamie Wilkinson, Chris Cairns and Parastou Donyai explain.