ABSTRACT
Background: Mentally fit preceptors may be more capable and flexible in providing students with system, emotional and cognitive support in the clinical learning environment (CLE) in the face of any life-threatening outbreaks. Existing professional development programmes for preceptors emphasise the development of preceptor competence in a normal CLE with minimal focus on their ability to engage with adverse events that challenge their mental health. Objective: The study sought insight from preceptors' experiences during the coronavirus disease 2019 (COVID-19) pandemic to identify their professional development programme needs while providing support to students during accompaniment. Method: A mixed methods convergent parallel design was used to collect data from 24 preceptors at a nursing education institution (NEI). Eleven preceptors responded to the survey that included the coronavirus disease 2019 (COVID-19) Stress Scale (CSS) and Burnout Assessment Tool (BAT) to collect quantitative data. Semi structured interviews were conducted with five purposively selected preceptors to collect qualitative data regarding their experiences while accompanying students during the COVID-19 pandemic. Results: Subscales within the CSS and BAT instruments were mapped against an existing preceptor support framework. Overall CSS data for each subscale indicated an average score varying from no stress to moderate stress, while BAT data shows that respondents rarely experienced burnout. However, some respondents experienced very high levels of stress and burnout. Qualitative data supplemented results. Conclusion: The COVID-19 pandemic influenced preceptors' role in supporting students and reflecting that they amended their functioning role. Existing preceptor professional development programmes should be reviewed to ensure that the necessary concepts that foster resilience are integrated to enhance the functional role of preceptors in adversity.
Subject(s)
Education, Nursing , Pandemics , COVID-19ABSTRACT
Introducción: En la última década ha existido una evolución conceptual y documental que abarca desde la educación médica continua, el desarrollo profesional continuo hasta el desarrollo profesional basado en competencias. Objetivo: Revisar el estado actual de la educación médica continua en el mundo, su evolución y las posibilidades de su perfeccionamiento en Cuba. Métodos: Se realizó una revisión bibliográfica en las bases de datos MedLine, PubMed, SciELO, LILACS mediante los descriptores: "educación médica continua" y "desarrollo profesional continuo". Se priorizaron las revistas internacionales de educación médica y los artículos de los últimos 5 años. Asimismo, se revisó el sitio web de la federación mundial de educación médica. Resultados: La educación médica continua y permanente constituye un principio de la educación médica. Esta transita desde la educación médica continua hasta el desarrollo profesional continuo, y luego al desarrollo profesional continuo basado en competencias y a la educación continua interprofesional. Se muestra la evolución conceptual, y se relaciona la educación médica basada en competencias con el desarrollo profesional continuo. Se mencionan las características de una efectiva educación médica continua y un desarrollo profesional continuo, que pudieran ser aplicables a nuestro contexto. Conclusiones: La necesidad de perfeccionar y mejorar el nuevo modelo económico y social del país ha requerido nuevas resoluciones ministeriales y estatales acerca del desarrollo profesional continuo de los trabajadores y profesionales del país, incluidos los del sector de la salud. Se requiere actualizar los conceptos y las prácticas en este orden para estar a tono con las tendencias internacionales(AU)
Introduction: In the last decade, there has been a conceptual and documental evolution that ranges from continuous medical education and continuous professional development to competence-based professional development. Objective: To review the updated theory about continuous medical education worldwide, its evolution and the possibilities for its improvement in Cuba. Methods: A bibliographic review was carried out in the databases MedLine, PubMed, SciELO, and LILACS, using the descriptors educación médica continua [continuous medical education] and desarrollo profesional continuo [continuous professional development]. We prioritized international medical education journals and articles within the last five years. We also reviewed the website of the World Federation for Medical Education. Results: Continuous and permanent medical education is a principle of medical education. It evolves from continuous medical education to continuous professional development, and then to continuous competence-based professional development and continuous interprofessional education. The conceptual evolution in this area is shown, and competence-based medical education is presented with a focus on its relation with continuous professional development. The characteristics are mentioned corresponding to effective continuous medical education and continuous professional development, which could be applied in our setting. Conclusions: The need to perfect and improve the new economic and social model of the country has required new ministerial and state resolutions concerning continuous professional development of the country's workers and professionals, including those in the health sector. Updating concepts and practices in this respect is required in order to be in tune with international trends(AU)
Subject(s)
Humans , Computer Communication Networks , Mental Competency , Education, Medical, ContinuingABSTRACT
Introduction: Continuous professional development (CPD) is an important aspect of a medical practitioner’s career. Aiming to be at par with other developed countries for high quality of professional practice, Malaysia is planning to implement compulsory CPD for the doctors. Aim: The aim of the study was to explore the private general practitioners’ (GPs) views, experiences and needs regarding CPD programme in the primary care service. Methods: This study used a qualitative methodology. Seven semi-structured interviews and three focus group discussions were conducted with private general practitioners from an urban area of Malaysia between January and December 2012. An interview topic guide was developed based on literature review and researchers’ discussions and it was used to guide the interviews. All the interviews were audio-recorded, transcribed verbatim and the transcripts formed the data for analysis using the thematic approach. Results: GPs undertook a wide range of CPD programmes to keep up with medical advances, meet patients’ expectations and improve financial rewards. Conferences, lectures and online recourses were the most mentioned methods of keeping updated. Some of the GPs felt that peer motivation and networking seem to motivate and facilitate participation in CPD programmes. However, they were wary of the validity and relevance of some CPD programmes, particularly those related to pharmaceutical industry. Although the participants agreed to the new mandatory CPD regulation, they voiced concerns on how it would be implemented and wished for a more effective method of monitoring. Conclusions: Organised peer support and relevant CPD content may improve GP participation in CPD but adequate regulatory measure should be in place to monitor the CPD activities.
Subject(s)
Education, Medical , Primary Health Care , Education, ProfessionalABSTRACT
En el presente artículo se valora la importancia adquirida en los últimos tiempos por el concepto de formación en radiología en sus distintas facetas: formación especializada, continuada y pregraduada, considerando las peculiaridades y características de cada una de ellas. Se analizan, a la luz de la experiencia acumulada durante más de 20 años de actividades relacionadas con las mismas, su evolución y perspectivas actuales y futuras, consignando este capítulo como un reto y a la vez un compromiso que debemos asumir.
In this article it is evaluated the importance acquired lately by the concept of formation on radiology in its different aspects: specialized, continuous and pregraduated, taking into account the specific features and characteristics of every one of them. They are analized, from the perspective of an experience accumulated for more than 20 years of activities related to them, their evolution and current and future possibilities, considering this chapter as a challenge and at the same time a commitment that we must assume.