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Published in James Sherifi, General Practice Under the NHS, 2023
The system was not ideal and contained inherent inconsistencies, not the least being access to patients. Thus, inner-city doctors in areas of higher population density were likely to have high list numbers and high incomes, albeit with corresponding high workloads, whilst the opposite was true in rural areas. This discrepancy was a source of irritation to both groups of doctors in the early years of the NHS. Other areas of contention included poor infrastructure, no incentives for continuing professional development, and a general feeling of being undervalued especially in comparison to hospital colleagues. This resentment gradually built up a momentum for change in GP remuneration and working conditions, culminating in the 1966 Family Doctor Charter5 and its intricate offspring, the SFA, the ‘Red Book.’
Faculty as Coaches
Published in Paul Batalden, Tina Foster, Sustainably Improving Health Care, 2022
Kathryn B. Kirkland, Gautham Suresh
At one corner of the triangle that appears and reappears throughout this book are three words, “better professional development,” emphasizing the importance of fostering the development of the health professionals who strive to improve systems of care and patient outcomes. In our Leadership Preventive Medicine Residency (LPMR, described in Chapter 5 of this volume) a key method we use to foster such health professional development is coaching, a dyadic relationship where a faculty member works closely with a resident over the course of 2 years, guiding her in the planning, implementation, and refinement of a health-care improvement project. The lines that connect the triangle’s corners and form a reflective space in the center represent the coaching relationship.
Nursing Education and Digital Health Strategies
Published in Connie White Delaney, Charlotte A. Weaver, Joyce Sensmeier, Lisiane Pruinelli, Patrick Weber, Deborah Trautman, Kedar Mate, Howard Catton, Nursing and Informatics for the 21st Century – Embracing a Digital World, 3rd Edition, Book 2, 2022
Reviewing this representative listing of global and interprofessional competencies and capabilities, it becomes apparent that in order to achieve a digital health evolution, the education of healthcare professionals must change to incorporate these competencies and capabilities. The professional development of those who teach, guide and mentor healthcare professionals has to occur and the employing healthcare systems leaders have to be willing to engage, evolve and re-envision.
Professional development needs and decision-making of new graduate physiotherapists within Australian private practice settings
Published in Physiotherapy Theory and Practice, 2023
Yixin Zou, Allexandra Almond, Roma Forbes
Professional development is defined as the maintenance, enhancement, and extension of the knowledge, expertise, and competence of health professionals throughout their careers (Interprofessional CPD and Lifelong Learning UK Working Group, 2019; Physiotherapy Board of Australia, 2015). PD may occur in formal settings through participation in organized learning, or informally through unstructured activities (Leahy, Chipchase, and Blackstock, 2017). Currently, for example, Australian physiotherapists must complete and record a minimum of 20 hours of PD annually to retain registration (Physiotherapy Board of Australia, 2015). Research suggests that access to PD opportunities contributes to retention and reentry into the profession among allied health professionals, both within Australia (Gallego et al., 2015; Keane, Lincoln, and Smith, 2012) and internationally (Coombs et al., 2010). Within physiotherapy, PD has also been identified as a key factor contributing to job satisfaction (Arkwright, Edgar, and Debenham, 2018).
Communication disability in Bangladesh: issues and solutions
Published in Speech, Language and Hearing, 2023
Md Jahangir Alam, Linda Hand, Elaine Ballard
In order to improve service quality, the proper functioning of the ‘Bangladesh Rehabilitation Council Act’, for both government and non-government organizations is necessary. The act represents a policy of improving quality of life for people with disabilities (Government of Bangladesh, 2018). It should be operationalized at the professional association level so that in the future practice standards improve and become more consistent. The onus is on the professional association to develop a core of standards that practitioners can be held accountable to. The local professional association(s) should also be involved in organizing continuing professional development-related activities such as regular workshops, seminars, and training sessions for practitioners. Interprofessional education should also be promoted. Collaboration with international colleagues, both to contribute to developments in the profession and to benefit from the work of others, is highly desirable. The university programmes will play an important role in developing and maintaining such collaborations.
Addressing the challenges of college health in international education
Published in Journal of American College Health, 2022
Halah Ibrahim, Chris O’Connell
Study abroad offices and student health centers can encourage and role model compliance and integration with the local environment. Residential staff at international sites can create living-learning communities to foster a stronger sense of cohesion and ties with the local community. University health directors can work with local healthcare facilities to establish partnerships built on reciprocity and respect. For example, universities can provide professional development and research resources for healthcare providers in local hospitals. In return, local hospitals can facilitate clinical training for college health staff and improve students’ access to specialized medical and mental health services. Through outreach activities and program design, institutions can create and strengthen relationships with local healthcare providers to better serve the needs of their students.