Presented by Prof David Watters, as part of the Wiley Professional Learning seminar, 'Across the Professions'. For info visit http://wileyprolearning.wordpress.com or follow us @WileyProLearn
The session presents an opportunity for delegates to explore the contribution of professionalism and self‐regulation as a driver for quality and for person‐centred care.
My presentation to medical faculty re:
Upon completion of this session, you will:
1. Explain the role of objectives in teaching
2. List 1 objective applicable to your practice for each of the 7 CanMed Roles.
The document provides guidance for preceptors on their roles and responsibilities. It discusses defining preceptor roles, distinguishing them from regular staff roles, outlining Benner's levels of nursing practice, and listing available preceptor resources. It also covers establishing goals for orientees using the SMART method, applying principles of adult education, and effectively documenting an orientee's progress.
This document is a resume for Arjun Bhattarai. It outlines his objective to work as a registered nurse, his education which includes a diploma of nursing, bachelor of nursing, and current masters in public health. It lists his clinical experience in various hospital placements. It also provides details of his registrations, skills, employment history, achievements and references.
This document provides information for healthcare providers on becoming a preceptor through Clinical Match Me to host students. It outlines who can precept, including requirements like being licensed and board certified. It describes the process for becoming a preceptor and what preceptors can expect, such as completing paperwork, receiving student information in advance, providing evaluations, and an honorarium of $650 per student. The document gives guidance on preparing for and receiving students, including contacting them, giving an office tour, and introducing staff.
The document discusses the seven competencies of residency programs: medical expert, communicator, collaborator, manager, health advocate, scholar, and professional. It defines competency and residency program, then provides descriptions of each competency and why they are essential for residents to become competent physicians. The competencies ensure residents gradually gain the necessary abilities, knowledge, and skills to practice medicine effectively through supervised training.
The Ultimate Guide to Professional Development for Sales ProfessionalsThe Muse
Are you a salesperson who wants to be even better at your job? Or, just wondering what it takes to have a great career in the sales world?
Look no further.
The Muse asked some of the best sales professionals out their for their secrets to success, and brought it all together in one place. Flip through for their practical tips and resources for upping your career game.
For exciting job opportunities, expert advice, and a peek behind the scenes into fantastic companies and career path check out the http://www.themuse.com. Everything you need to find a job and kick ass in your career.
The session presents an opportunity for delegates to explore the contribution of professionalism and self‐regulation as a driver for quality and for person‐centred care.
My presentation to medical faculty re:
Upon completion of this session, you will:
1. Explain the role of objectives in teaching
2. List 1 objective applicable to your practice for each of the 7 CanMed Roles.
The document provides guidance for preceptors on their roles and responsibilities. It discusses defining preceptor roles, distinguishing them from regular staff roles, outlining Benner's levels of nursing practice, and listing available preceptor resources. It also covers establishing goals for orientees using the SMART method, applying principles of adult education, and effectively documenting an orientee's progress.
This document is a resume for Arjun Bhattarai. It outlines his objective to work as a registered nurse, his education which includes a diploma of nursing, bachelor of nursing, and current masters in public health. It lists his clinical experience in various hospital placements. It also provides details of his registrations, skills, employment history, achievements and references.
This document provides information for healthcare providers on becoming a preceptor through Clinical Match Me to host students. It outlines who can precept, including requirements like being licensed and board certified. It describes the process for becoming a preceptor and what preceptors can expect, such as completing paperwork, receiving student information in advance, providing evaluations, and an honorarium of $650 per student. The document gives guidance on preparing for and receiving students, including contacting them, giving an office tour, and introducing staff.
The document discusses the seven competencies of residency programs: medical expert, communicator, collaborator, manager, health advocate, scholar, and professional. It defines competency and residency program, then provides descriptions of each competency and why they are essential for residents to become competent physicians. The competencies ensure residents gradually gain the necessary abilities, knowledge, and skills to practice medicine effectively through supervised training.
The Ultimate Guide to Professional Development for Sales ProfessionalsThe Muse
Are you a salesperson who wants to be even better at your job? Or, just wondering what it takes to have a great career in the sales world?
Look no further.
The Muse asked some of the best sales professionals out their for their secrets to success, and brought it all together in one place. Flip through for their practical tips and resources for upping your career game.
For exciting job opportunities, expert advice, and a peek behind the scenes into fantastic companies and career path check out the http://www.themuse.com. Everything you need to find a job and kick ass in your career.
The document discusses developing curriculum, learning, teaching and assessment practices to align with Curriculum for Excellence (CfE) framework in Scotland. It emphasizes building on existing successful practices, focusing on learner skills, attributes and capabilities, using varied evidence to assess progress, and strengthening moderation and partnership through professional dialogue.
This document summarizes a study that aimed to scope current practices in work-based learning and assessment programs for health professionals in Scotland. The researchers conducted a literature review, interviewed key staff from 13 higher education institutions and health employers, and identified strengths and weaknesses of these programs. They found that work-based programs can effectively develop skills when robust partnerships exist, but they also require significant resources. The researchers recommended these programs for some healthcare education and training, but noted more research is needed to compare them to traditional education models.
The document proposes developing a framework of teaching expectations for higher education in Canada. It outlines the benefits of such a framework, including providing reference for teacher training, professional development, and accountability. Examples of frameworks from the UK are described, including areas of teaching activity, core knowledge, and professional values. Resources needed to implement a framework include a coordinating body, funding, stakeholder representatives, and support from institutions. Feedback received so far supports the idea and suggests Canadian teacher training could benefit from a national framework.
The document discusses implementing the Calderdale Framework to transform the workforce through skills-based competencies. The framework recognizes skills rather than jobs and allows for skill sharing and blurring of professional boundaries. It provides consistency, safety, efficiency and a flexible workforce while improving patient experience. Implementing the framework involves awareness raising, service analysis, task analysis, identifying competencies, supporting systems, training, and sustaining the changes. Risks are managed through standardized competencies, documentation, communication, feedback and supervision. The benefits meet quality, innovation, productivity and prevention agendas. It results in a competency-based workforce, consistency, flexibility, cultural changes and improved patient outcomes.
This document discusses mentoring and goals in medical education. It defines mentoring as involving role modeling, career development assistance, and direct interaction between a more experienced mentor and mentee. The objectives of medical school mentor programs are to increase interest in specialties, promote professional and personal growth, and support career counseling. Mentoring can occur clinically, academically, or through near-peer relationships. Effective mentoring benefits both mentees and mentors and can positively impact institutions. Challenges to mentoring include balancing support and challenge in relationships. Program evaluation uses the Kirkpatrick model to assess reaction, learning, behavior, and results.
For qualifying social work students - Managing uncertainty change and complex...Jackie Rafferty
The document summarizes key points from the Munro Review of Child Protection. It discusses the importance of relationships between social workers and families in order to have open communication. It notes that simply changing individual factors will not solve problems, and that the system needs to shift from a compliance to a learning culture. Frontline workers receive messages about priorities, and performance indicators are loudly emphasized over quality of work and reflection. Social workers must draw on intuition and multiple sources of information to understand families.
The document discusses the importance of continuing professional development (CPD) for professionals. It defines CPD as maintaining and improving one's knowledge and skills throughout their career. CPD helps ensure competence, keeps up with changes in the field, and improves services provided. It includes various formal and informal activities like training, education, and self-reflection. CPD is important for career advancement, delivering high-quality work, and fulfilling one's professional obligations.
Integrating on line learning with strategy and learning infrastructure coven...BizLibrary
The document discusses a new leadership development program called T.O.O.L. (Taking Ownership of Our Learning) implemented at Covenant HealthCare. The program aims to shift ownership of leadership development to individual leaders and provide tools and support from the organization. It includes assessments of cognitive/technical skills and emotional intelligence, online learning modules, group sessions, coaching, and learning teams. The goals are for leaders to build skills in areas like setting direction, decision making, emotional self-awareness, and continuous learning to strengthen leadership abilities at Covenant HealthCare.
Bridging “Transitions” : Scaling up support, policies, mechanisms and institutions.
Ajay Mohan Goel
Director,
Skill Development Network, Wadhwani Foundation
Youth and Inclusive Citizenship Workshop, 8-10th September 2014
Professionalism in Clinical Pharmacy PracticeSitaram Khadka
The document discusses teaching professionalism in clinical pharmacy practice. It defines clinical pharmacists as licensed practitioners who provide comprehensive medication management and care for patients. The goal of clinical pharmacy education is to develop pharmacists with appropriate skills, knowledge, attitudes and values to be competent professionals. It emphasizes that professionalism consists of both attitudes and behaviors. Some key attitudes include accountability, caring, honesty and respect. Teaching professionalism should begin early in education and focus on developing positive role models, environments, and addressing challenges like communication barriers.
The document discusses Phoebe's strategy to implement a Quality First philosophy and principles of "Good to Great" leadership to ensure its long-term success and growth. It outlines elements of Quality First like commitment to consumers, community involvement, and continuous quality improvement. It also discusses applying Good to Great concepts like confronting facts, having a clear focus or "hedgehog", and building momentum to achieve greatness. The document proposes a performance framework for 2007 with goals in areas like quality of care, leadership development, fiscal performance, and institutional advancement to further these strategies.
The document discusses career planning and assessment. It covers several topics, including career development models, considerations in career planning, the ideal job, signs you're in the right job, stages of career exploration, and the role and types of assessments. Assessments are used to help clients learn about their interests, values, and skills to make well-informed career decisions. Both formal standardized assessments and informal assessments are discussed.
This document provides information on management of large organizations. It discusses characteristics of large organizations including number of employees, annual revenue, assets, locations, owners. It also discusses management functions like planning, organizing, leading, controlling, communicating and motivating. Key performance indicators for large organizations are also mentioned like profit, return on investment, staff turnover and customer satisfaction. The document also discusses management structures, goals and objectives, management styles, management skills and competencies.
Assessing students and giving feedbackSean_Polreis
The document discusses various methods for assessing students, including formative and summative assessment. It describes tools for direct observation, rubrics, and portfolios that can be used to assess students. Direct observation allows for authentic assessment in clinical settings but has issues with standardization. Rubrics provide guidance to learners on improving and reinforce learning outcomes. Portfolios demonstrate competencies through case histories and other materials. The document emphasizes choosing an appropriate assessment method and providing effective feedback to improve learner performance.
MedEdPORTAL, a Peer-Reviewed Journal and Online Resource for Teaching and Lea...SC CTSI at USC and CHLA
Date: June 5, 2019
Speaker:
Grace Huang, MD, an associate professor of medicine at Harvard Medical School (HMS), a hospitalist at Beth Israel Deaconess Medical Center in Boston, and Editor-in-Chief at MedEdPORTAL
Overview: This webinar will introduce a MEDLINE-indexed, open-access journal that allows researchers to leverage existing digital educational materials from other institutions and to get scholarly credit for those materials they share.
Welcome to the Level 7 Diploma in Clinical Aesthetic Injectable Therapies, an esteemed qualification accredited by Ofqual, UK. Delivered exclusively online by the renowned London School of Business and Research, this program is designed for healthcare professionals seeking advanced expertise in the dynamic field of clinical aesthetic injectable therapies. This comprehensive course offers a deep dive into the latest techniques and best practices, ensuring participants acquire the skills necessary to excel in this rapidly evolving industry.
Course Overview:
Our Level 7 Diploma is a testament to the highest standards in clinical aesthetic education. It covers a wide spectrum of topics, including facial anatomy, patient assessment, injection techniques, and advanced treatment modalities. The curriculum is meticulously crafted to empower practitioners with the knowledge and proficiency required to perform safe and effective aesthetic procedures.
Flexible Learning for Professionals:
Recognizing the demands on working professionals, our program is delivered entirely online. The absence of exams provides a flexible learning environment, allowing participants to seamlessly integrate their studies into their busy schedules. With a focus on assignment-based assessments, this diploma is ideal for those who aspire to enhance their qualifications without compromising their professional commitments.
Key Highlights:
Ofqual Accreditation: This diploma is endorsed by Ofqual, ensuring its recognition and credibility within the UK educational framework.
Cutting-edge Curriculum: Stay ahead of industry trends with a curriculum that incorporates the latest advancements in clinical aesthetic injectable therapies.
Practical Application: Gain hands-on experience through case studies, practical exercises, and real-world scenarios to reinforce theoretical knowledge.
Expert Faculty: Learn from experienced practitioners and industry experts who bring a wealth of knowledge and insights to the virtual classroom.
Assessment Methodology:
Our unique assessment approach focuses solely on assignments, allowing participants to showcase their understanding and application of the course material. This method not only reduces examination stress but also enables professionals to demonstrate their competence in a practical context, mirroring the challenges they may encounter in their professional careers.
How to Enrol:
Enrolling in the Level 7 Diploma in Clinical Aesthetic Injectable Therapies is simple. Visit our website https://www.lsbr.uk/course/lsbr-diploma-in-clinical-aesthetic-injectable-therapies/ to access detailed course information, entry requirements, and the enrollment process.
This document provides an overview of a professional development conference session on becoming an effective supervisor. The session goals are to identify principles of inclusive supervision, define the purpose and functions of supervision, and describe the roles and responsibilities of supervisors and supervisees. The agenda includes discussing guidance for supervision practice, the supervisor-supervisee relationship, and competencies for supervisors.
The document discusses developing curriculum, learning, teaching and assessment practices to align with Curriculum for Excellence (CfE) framework in Scotland. It emphasizes building on existing successful practices, focusing on learner skills, attributes and capabilities, using varied evidence to assess progress, and strengthening moderation and partnership through professional dialogue.
This document summarizes a study that aimed to scope current practices in work-based learning and assessment programs for health professionals in Scotland. The researchers conducted a literature review, interviewed key staff from 13 higher education institutions and health employers, and identified strengths and weaknesses of these programs. They found that work-based programs can effectively develop skills when robust partnerships exist, but they also require significant resources. The researchers recommended these programs for some healthcare education and training, but noted more research is needed to compare them to traditional education models.
The document proposes developing a framework of teaching expectations for higher education in Canada. It outlines the benefits of such a framework, including providing reference for teacher training, professional development, and accountability. Examples of frameworks from the UK are described, including areas of teaching activity, core knowledge, and professional values. Resources needed to implement a framework include a coordinating body, funding, stakeholder representatives, and support from institutions. Feedback received so far supports the idea and suggests Canadian teacher training could benefit from a national framework.
The document discusses implementing the Calderdale Framework to transform the workforce through skills-based competencies. The framework recognizes skills rather than jobs and allows for skill sharing and blurring of professional boundaries. It provides consistency, safety, efficiency and a flexible workforce while improving patient experience. Implementing the framework involves awareness raising, service analysis, task analysis, identifying competencies, supporting systems, training, and sustaining the changes. Risks are managed through standardized competencies, documentation, communication, feedback and supervision. The benefits meet quality, innovation, productivity and prevention agendas. It results in a competency-based workforce, consistency, flexibility, cultural changes and improved patient outcomes.
This document discusses mentoring and goals in medical education. It defines mentoring as involving role modeling, career development assistance, and direct interaction between a more experienced mentor and mentee. The objectives of medical school mentor programs are to increase interest in specialties, promote professional and personal growth, and support career counseling. Mentoring can occur clinically, academically, or through near-peer relationships. Effective mentoring benefits both mentees and mentors and can positively impact institutions. Challenges to mentoring include balancing support and challenge in relationships. Program evaluation uses the Kirkpatrick model to assess reaction, learning, behavior, and results.
For qualifying social work students - Managing uncertainty change and complex...Jackie Rafferty
The document summarizes key points from the Munro Review of Child Protection. It discusses the importance of relationships between social workers and families in order to have open communication. It notes that simply changing individual factors will not solve problems, and that the system needs to shift from a compliance to a learning culture. Frontline workers receive messages about priorities, and performance indicators are loudly emphasized over quality of work and reflection. Social workers must draw on intuition and multiple sources of information to understand families.
The document discusses the importance of continuing professional development (CPD) for professionals. It defines CPD as maintaining and improving one's knowledge and skills throughout their career. CPD helps ensure competence, keeps up with changes in the field, and improves services provided. It includes various formal and informal activities like training, education, and self-reflection. CPD is important for career advancement, delivering high-quality work, and fulfilling one's professional obligations.
Integrating on line learning with strategy and learning infrastructure coven...BizLibrary
The document discusses a new leadership development program called T.O.O.L. (Taking Ownership of Our Learning) implemented at Covenant HealthCare. The program aims to shift ownership of leadership development to individual leaders and provide tools and support from the organization. It includes assessments of cognitive/technical skills and emotional intelligence, online learning modules, group sessions, coaching, and learning teams. The goals are for leaders to build skills in areas like setting direction, decision making, emotional self-awareness, and continuous learning to strengthen leadership abilities at Covenant HealthCare.
Bridging “Transitions” : Scaling up support, policies, mechanisms and institutions.
Ajay Mohan Goel
Director,
Skill Development Network, Wadhwani Foundation
Youth and Inclusive Citizenship Workshop, 8-10th September 2014
Professionalism in Clinical Pharmacy PracticeSitaram Khadka
The document discusses teaching professionalism in clinical pharmacy practice. It defines clinical pharmacists as licensed practitioners who provide comprehensive medication management and care for patients. The goal of clinical pharmacy education is to develop pharmacists with appropriate skills, knowledge, attitudes and values to be competent professionals. It emphasizes that professionalism consists of both attitudes and behaviors. Some key attitudes include accountability, caring, honesty and respect. Teaching professionalism should begin early in education and focus on developing positive role models, environments, and addressing challenges like communication barriers.
The document discusses Phoebe's strategy to implement a Quality First philosophy and principles of "Good to Great" leadership to ensure its long-term success and growth. It outlines elements of Quality First like commitment to consumers, community involvement, and continuous quality improvement. It also discusses applying Good to Great concepts like confronting facts, having a clear focus or "hedgehog", and building momentum to achieve greatness. The document proposes a performance framework for 2007 with goals in areas like quality of care, leadership development, fiscal performance, and institutional advancement to further these strategies.
The document discusses career planning and assessment. It covers several topics, including career development models, considerations in career planning, the ideal job, signs you're in the right job, stages of career exploration, and the role and types of assessments. Assessments are used to help clients learn about their interests, values, and skills to make well-informed career decisions. Both formal standardized assessments and informal assessments are discussed.
This document provides information on management of large organizations. It discusses characteristics of large organizations including number of employees, annual revenue, assets, locations, owners. It also discusses management functions like planning, organizing, leading, controlling, communicating and motivating. Key performance indicators for large organizations are also mentioned like profit, return on investment, staff turnover and customer satisfaction. The document also discusses management structures, goals and objectives, management styles, management skills and competencies.
Assessing students and giving feedbackSean_Polreis
The document discusses various methods for assessing students, including formative and summative assessment. It describes tools for direct observation, rubrics, and portfolios that can be used to assess students. Direct observation allows for authentic assessment in clinical settings but has issues with standardization. Rubrics provide guidance to learners on improving and reinforce learning outcomes. Portfolios demonstrate competencies through case histories and other materials. The document emphasizes choosing an appropriate assessment method and providing effective feedback to improve learner performance.
MedEdPORTAL, a Peer-Reviewed Journal and Online Resource for Teaching and Lea...SC CTSI at USC and CHLA
Date: June 5, 2019
Speaker:
Grace Huang, MD, an associate professor of medicine at Harvard Medical School (HMS), a hospitalist at Beth Israel Deaconess Medical Center in Boston, and Editor-in-Chief at MedEdPORTAL
Overview: This webinar will introduce a MEDLINE-indexed, open-access journal that allows researchers to leverage existing digital educational materials from other institutions and to get scholarly credit for those materials they share.
Welcome to the Level 7 Diploma in Clinical Aesthetic Injectable Therapies, an esteemed qualification accredited by Ofqual, UK. Delivered exclusively online by the renowned London School of Business and Research, this program is designed for healthcare professionals seeking advanced expertise in the dynamic field of clinical aesthetic injectable therapies. This comprehensive course offers a deep dive into the latest techniques and best practices, ensuring participants acquire the skills necessary to excel in this rapidly evolving industry.
Course Overview:
Our Level 7 Diploma is a testament to the highest standards in clinical aesthetic education. It covers a wide spectrum of topics, including facial anatomy, patient assessment, injection techniques, and advanced treatment modalities. The curriculum is meticulously crafted to empower practitioners with the knowledge and proficiency required to perform safe and effective aesthetic procedures.
Flexible Learning for Professionals:
Recognizing the demands on working professionals, our program is delivered entirely online. The absence of exams provides a flexible learning environment, allowing participants to seamlessly integrate their studies into their busy schedules. With a focus on assignment-based assessments, this diploma is ideal for those who aspire to enhance their qualifications without compromising their professional commitments.
Key Highlights:
Ofqual Accreditation: This diploma is endorsed by Ofqual, ensuring its recognition and credibility within the UK educational framework.
Cutting-edge Curriculum: Stay ahead of industry trends with a curriculum that incorporates the latest advancements in clinical aesthetic injectable therapies.
Practical Application: Gain hands-on experience through case studies, practical exercises, and real-world scenarios to reinforce theoretical knowledge.
Expert Faculty: Learn from experienced practitioners and industry experts who bring a wealth of knowledge and insights to the virtual classroom.
Assessment Methodology:
Our unique assessment approach focuses solely on assignments, allowing participants to showcase their understanding and application of the course material. This method not only reduces examination stress but also enables professionals to demonstrate their competence in a practical context, mirroring the challenges they may encounter in their professional careers.
How to Enrol:
Enrolling in the Level 7 Diploma in Clinical Aesthetic Injectable Therapies is simple. Visit our website https://www.lsbr.uk/course/lsbr-diploma-in-clinical-aesthetic-injectable-therapies/ to access detailed course information, entry requirements, and the enrollment process.
This document provides an overview of a professional development conference session on becoming an effective supervisor. The session goals are to identify principles of inclusive supervision, define the purpose and functions of supervision, and describe the roles and responsibilities of supervisors and supervisees. The agenda includes discussing guidance for supervision practice, the supervisor-supervisee relationship, and competencies for supervisors.
Similar to Case Study: Continuing Professional Development in Specialist Medical Colleges - Prof David Watters (20)
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Digital Artefact 1 - Tiny Home Environmental Design
Case Study: Continuing Professional Development in Specialist Medical Colleges - Prof David Watters
1. Continuing
Professional
Development
Specialist Medical Colleges
Professor David Watters S
Royal Australasian College of Surgeons
2. Presented at the Wiley seminar
Professional Development
Across the Professions
Melbourne, 1 March 2012
#pdmelb
wileyprolearning.wordpress.com
3. Continuing Professional
Development
S Why do CPD?
S Principles of CPD
S What do medical colleges do?
S What’s new?
S Compliance, Verification and Professional
registration
5. Elements of Professionalism
S Putting patients first
S Managing conflicts of interest
S Honesty and confidentiality
S Disclosing errors
S Self-regulation
S Advocacy
Gruen, Watters and Hollands. Surgical Wisdom. BJS 2011
6. The Social Contract in Medicine
Society Profession
expectations
Patient obligations Physician
Professionalism
Cruess R & Cruess S
Linda Snell, 2012
7. Professionalism - expectations
Social contract
Autonomy Assured competence
Self regulation Altruistic service
Monopoly Morality, integrity, honesty
Trust Accountability, transparency
Role in public policy Respect for patient autonomy
Rewards … Promotion of the public good ..
Linda Snell 2012
Tricollege consensus, 2012,
Cruess et al, McGill, 2005
8. What is expected with CPD?
S Commitment to Lifelong Learning
S Continuous improvement in performance
S Maintenance of Competence
9. Learning Management
Strategy
S Transitions and Stages of a career
S Competency-aligned
S Aligned to scope of practice and context of practice
S Capable of Assessment
S Based on contemporary learning principles
S Adult learning
S Self-referenced/reflective
S Work-based
S E-learning tools
RACS, RACP, RCPSC consensus, Feb 2012
10. Modern Principles of CPD
S Educational principles
S Promoting quality not quantity
S Learning and Development mapped to
competencies
S Performance assessment
S Improving performance
11. Educational Principles
S Adult learning
S Reflective practice
S Variety of Learning styles and preferences
S Self directed and individually tailored
S Lifelong learning
12. Evidence for Facilitating
Professional Learning
S The learner is motivated
S The learning is self directed
S Learning is matched to recognised learning needs
S The process encourages active participation
S Learning involves reflection
S Evaluation of what has been learned
Pam Montgomery, Council papers 2009
Continuing Professional Development – does it work?
13. Competency based CPD
S Use practice information to identify learning priorities
S Develop and monitor CPD (learning) plan
S Access information sources for new evidence or
innovations
S Establish a personal knowledge management
system
S Use tools and processes to measure competence
and performance
S Improve practice Campbell C et al. Medical Teacher 2010;32:657-662
14. Effective CPD
What do we want to achieve?
S For all surgeons
S Compliance is mandatory but easy to document and
verify
S Documentation and verification
S Reflection rewarded and reinforced
S Learning addressed to needs
S Professional Development Plan aligned to
competencies
15. Workbased Assessment tools
S Direct Observation
S Multisource feedback
S Audit and feedback
S Simulation
S Reflective learning portfolios
18. Assessing Performance
S Observable behaviours
S Performance
markers/descriptors
S Based on workplace
and real practice
situations
S Aligned to
competencies
21. Performance Assessment
mapped to competencies
S Multisource feedback tool
S Based on the 9 competencies and 27 patterns of
behaviour
S Promotes reflection
S Opportunities for improvement can be recognised
S A learning/development plan can be devised
S Improved performance can be evaluated
25. CPD Points
Annual and Triennial
S Conferences,Workshops and
Courses
S Audit and Peer review
S Practice visits
S Multi-source feedback
S Teaching, Journals and Research
S Clinical governance
S On-line learning modules
26. 8 Categories of CPD
compliance 2010 - 2012
No Category Annual requirement
1 Surgical Audit and Peer Review Both required
ANZ Audit of Surgical Mortality
2 Credentialed at a hospital Letter of appointment
3 Clinical Governance and Evaluation of Care 30 pts
4 Maintenance of knowledge and skills 210 pts for 4-7
5 Teaching and Examination
6 Research and Publication
7 Other professional development
8 Medico-legal Workshop or Peer review
27. 2010-2012 CPD
Types of Surgical Practice
S Surgical practice in hospitals and day centres
S Surgical procedures only in rooms
S Surgical consultation only
S Medicolegal (personal injury) – non clinical
S Medicolegal (negligence) – non clinical
S Research, Administration – non-clinical work
S Locums & Surgical Assisting
28. My CPD - RACP
S Lifelong Learning
S A continual process of reflection
S Assessment
S Learner centred approach
S Learner identifies needs
S Ensures means of change
S Diary, Learner Log,
S Integrated learning navigator
30. Anaesthetists
S Participate on-line or off
line
S CPD plan every 3 years
S record activities
S Write reflections
S Write an evaluation
S Produce statements for
registration and re-
credentialing
35. Design Principles for CPD
S Transitions and Stages of a career
S Competency-aligned
S Aligned to scope of practice and context of practice
S Capable of Assessment
S Based on contemporary learning principles
S Adult learning
S Self-referenced/reflective
S Work-based
S E-learning tools
RACS, RACP, RCPSC consensus, Feb 2012
36. Summary
S CPD is expected of us and is part of our social
contract with the patient, society and the profession
S CPD is required by the regulatory authorities but
they have delegated verification to the Colleges (at
present)
S CPD can contribute positively to our professional
lives and ensure we continuously improve through
learning
S We will know where we are at (self-referenced) and
how we are doing
Editor's Notes
Commitments and obligations in return for privileges
Change in red
One might reasonably ask why did we choose to have nine not seven. However, for a surgical college it was thought that medical and technical expertise were different, and surgery is most certainly a procedural specialty and deserved a competency devoted to it. Also the decision to operate or not to operate, the decision to treat or palliate is so essential to surgery that clinical decision making and judgement were added to the Can Meds seven. CanMeds most certainly lacks the judgement competency so important to all medical specialties.There is also overlap between the comptencies which is displayed on the figure although obviously each competency can overlap with many of the others.
Each competency is described by three patterns of behaviour. There is no special order to the patterns of behaviour. One does not lead to another but there is often considerable overlap.
The assessment tool developed uses a 4 point leikert rating scale – poor, marginal, good, excellent. The behavioural markers are used to describe illustrative behaviours to guide the rating.Some examples of the different patterns of behaviourare shown in the following slides. Each pattern of behaviour is rated, making 27 patterns of behaviour to be assessed.
There is the option to make free text comments for each competency, combining comments for each of the three patterns of behaviour for that competency.