Sample records for continuing education activity

  1. An Assessment of Continuing Education Needs of Dietitians.

    ERIC Educational Resources Information Center

    Burkholder, Vel Rae; Eisele, Jill Elizabeth

    1984-01-01

    Surveyed dietitians (N=359) from four upper midwestern states to determine their perceived continuing education needs. The self-assessment questionnaire used elicited information about their present continuing education activities, preferences for future activities, employment, and the need for continuing education in management, nutrition care,…

  2. Continuing Education Activities of the University of British Columbia, 1977/1978.

    ERIC Educational Resources Information Center

    British Columbia Univ., Vancouver.

    The 1977-78 annual report on continuing education activities of the University of British Columbia is presented. The provision of continuing education by the university is decentralized. Several administrative units are responsible for credit and noncredit, general and professional continuing education, and professional development. The following…

  3. Continuing education requirements among State Occupational Therapy Regulatory Boards in the United States of America.

    PubMed

    Hall, Savannah R; Crifasi, Kristen A; Marinelli, Christina M; Yuen, Hon K

    2016-01-01

    The purpose of this study is to compare and contrast the contents of each state's occupational therapy (OT) regulatory board requirements regarding licensees' acquisition of continuing education units in the United States of America. Data related to continuing education requirements from each OT regulatory board of all 50 states and the District of Columbia in the United States were reviewed and categorized by two reviewers. Analysis was conducted based on the categorization of the continuing education requirements and activities required, allowed, and not allowed/not mentioned for continuing education units. Findings revealed non-uniformity and inconsistency of continuing education requirements for licensure renewal between OT regulatory boards and was coupled with lack of specific criteria for various continuing education activities. Continuing education requirements were not tailored to meet the needs of individual licensee's current and anticipated professional role and job responsibilities, with a negative bias towards presentation and publication allowed for continuing education units. Few boards mandated continuing education topics on ethics related to OT practice within each renewal cycle. OT regulatory boards should move towards unifying the reporting format of continuing education requirements across all states to reduce ambiguity and to ensure licensees are equipped to provide ethical and competent practice. Efforts could be made to enact continuing education requirements specific to the primary role of a particular licensee. Finally, assigning the amount of continuing education credits to be awarded for different activities should be based on research evidence rather than arbitrary determination.

  4. Continuing Education Activities of the University of British Columbia, 1982-1983. A Report to the President, the Senate, and the Board of Governors.

    ERIC Educational Resources Information Center

    British Columbia Univ., Vancouver.

    Continuing education activities of the University of British Columbia for the 1982-1983 academic year are reported. Information is provided on: extra-sessional credit programs, guided independent study, the Centre for Continuing Education, the Division of Continuing Education in the Health Sciences, professional programs of the Faculty of Commerce…

  5. Commercial Support and the Quandary of Continuing Medical Education.

    ERIC Educational Resources Information Center

    Schaffer, Mark H.

    2000-01-01

    Although commercial funding supports much continuing medical education, there is a public perception that funders may influence physician behavior. Solutions include having multiple grantors for continuing education activities, establishing clear standards for grantor behavior, and prohibiting commercial support for related social activities. (SK)

  6. Continuing education for psychiatrists: report on Canadian Psychiatric Association questionnaire.

    PubMed

    Thompson, M G; Toews, J; Lundgren, J M

    1981-08-01

    This report on the CPA Questionnaire on Continuing Education represents the answers of a sample of 485 of the 1,360 certified psychiatrists belonging to the Association. A total of 72.6% of the sample lived in urban centres with populations greater than 200,000; 28.9% worked in solo practice, but only 7.4% worked in settings where no other psychiatrists were present. The amount of time spent in continuing education activities was found to vary inversely with the distance that had to be travelled to major educational centres. Nevertheless, there were no psychiatrists that did not partake in some continuing education activities. Ninety-three percent read journals, 99% went to meetings, and 96% used consultation with other psychiatrists; 99% stated that these activities were useful. The favourite methods were reading and consultation. Eighty percent of the sample spent more than 41 hours per month in continuing education activities. Sixty-five percent stated that they would like a voluntary credit award system instituted. It is concluded that Canadian psychiatrists do spend a great deal of time in continuing education activities and believe that this is of value to their professional work.

  7. University Continuing Education in Canada: Current Challenges and Future Opportunities.

    ERIC Educational Resources Information Center

    Brooke, Michael, Ed.; Waldron, Mark, Ed.

    This book contains the following papers about the role and activities of Canada's universities in continuing education: "Introduction" (Brooke, Waldron); "Continuing Education and the Canadian Mosaic" (Selman); "Philosophical Issues in Continuing Education" (Selman); "Improving Support Services for Adult…

  8. [Adult learning, professional autonomy and individual commitment].

    PubMed

    Pardell-Alentá, H

    The concept of 'andragogy' is the basis of the adult education which is different from pedagogy in several aspects, particularly in the autonomy of the adult learner in choosing the educational programmes and the methodologies and sites in where learning occurs. This happens very often in the worksite. The professionals have to learn permanently during their active lives in order to maintain their competence updated. In this sense, continuing education correlates with continuing professional development, which is an attempt to enlarge the traditional domains of continuing education. Continuing education must be clearly differentiated from formal education, which is a requirement for granting professional degrees or titles. Very often it arises from the changing health needs and for this reason is necessary to avoid the institutionalization of continuing education programmes. Professional associations should be actively involved in providing and accrediting continuing education-continuing professional development programmes, because this involvement is an essential component of the professionals' self-regulation in the context of the current medical professionalism ideology.

  9. Continuing Education in Engineering Technology Education

    ERIC Educational Resources Information Center

    Hays, Robert

    1977-01-01

    Examines continuing education with respect to its importance, relationship to degree programs, financing, teaching opportunities, and compensation possibilities. The surveyed institutions recognize continuing education as an important and significant faculty activity and also suggest the need to further explore the financial and compensatory…

  10. Expectancy beliefs and perceived values of Chinese college students in physical education and physical activity.

    PubMed

    Chen, Ang; Liu, Xinlan

    2008-03-01

    The expectancy-value theory postulates that motivation relies on individuals' beliefs of success, perceived Attainment, Intrinsic Interest, and Utility values and Cost. This study examined Chinese college students' expectancy-value motivation in relation to physical education and self-initiated physical activity. A random sample of 368 Chinese university students responded to questionnaires on perceived expectancy beliefs, perceived values, and cost in terms of their experiences in mandatory physical education programs and in self-initiated after-school physical activity. They reported their choice decisions for continuing physical education. Data were analyzed using descriptive statistics, X2, logistic and linear regressions. The physical education curriculum was perceived as a major cost to motivation. Motivated by the Intrinsic Interest and Utility value, most students chose to continue to take physical education. Self-initiated after-school physical activity was motivated by the Attainment value only. No association was found between self-initiated physical activity and Liking or Disliking of physical education. Motivation for physical education and for self-initiated physical activity derived from different perceived values. The Attainment value motivates the students for self-initiated physical activity, whereas Intrinsic Interest and Utility values motivate them to choose to continue physical education.

  11. Assessment of Continuing Interprofessional Education: Lessons Learned

    ERIC Educational Resources Information Center

    Simmons, Brian; Wagner, Susan

    2009-01-01

    Although interprofessional education (IPE) and continuing interprofessional education (CIPE) are becoming established activities within the education of health professions, assessment of learners continues to be limited. Arguably, this in part is due to a lack of IPE and CIPE within in the clinical workplace. The accountability of…

  12. Featherweight Challenge

    ERIC Educational Resources Information Center

    Love, Tyler S.; Ryan, Larry

    2012-01-01

    As science, technology education, and engineering programs suffer budget cuts, educators continue to seek cost-effective activities that engage students and reinforce standards. The featherweight challenge is a hands-on activity that challenges students to continually refine their design while not breaking the budget. This activity uses one of the…

  13. Applying andragogy in nursing continuing education.

    PubMed

    Nielsen, B B

    1989-01-01

    Andragogy, a philosophical orientation for adult education, receives little attention in the nursing continuing education literature. Yet, the tenets of andragogy form the organizing framework for programming. This article defines andragogy and provides selected results of a research study designed to test andragogical concepts in long-term oncology nursing continuing education programs. The results of the study suggest a new way of viewing the goals of nursing continuing education activities.

  14. Strategies for active learning in online continuing education.

    PubMed

    Phillips, Janet M

    2005-01-01

    Online continuing education and staff development is on the rise as the benefits of access, convenience, and quality learning are continuing to take shape. Strategies to enhance learning call for learner participation that is self-directed and independent, thus changing the educator's role from expert to coach and facilitator. Good planning of active learning strategies promotes optimal learning whether the learning content is presented in a course or a just-in-time short module. Active learning strategies can be used to enhance online learning during all phases of the teaching-learning process and can accommodate a variety of learning styles. Feedback from peers, educators, and technology greatly influences learner satisfaction and must be harnessed to provide effective learning experiences. Outcomes of active learning can be assessed online and implemented conveniently and successfully from the initiation of the course or module planning to the end of the evaluation process. Online learning has become accessible and convenient and allows the educator to track learner participation. The future of online education will continue to grow, and using active learning strategies will ensure that quality learning will occur, appealing to a wide variety of learning needs.

  15. 77 FR 8886 - Food and Drug Administration Clinical Trial Requirements, Regulations, Compliance, and Good...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-15

    ... this educational activity for a maximum of 13.3 Continuing Education Credits for SoCRA CE and Nurse CNE... continuing medical education for physicians. CNE for Nurses: SoCRA is an approved provider of continuing nursing education by the Pennsylvania State Nurses Association (PSNA), an accredited approver by the...

  16. 76 FR 10900 - Agency Information Collection Activities: Proposed Collection; Comment Request

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-28

    ... activity is designed to raise awareness of and utility of comparative effectiveness research by providing... proposed information collection project: ``Comparative Effectiveness Research--Continuing Education.'' In... Comparative Effectiveness Research--Continuing Education Previous dissemination efforts in health care...

  17. Continuing Education for Professionals: A Practice-Oriented Approach.

    ERIC Educational Resources Information Center

    Toombs, William; Lindsay, Carl A.

    The Continuing Professional Education Project at The Pennsylvania State University is described. Five professions were involved: architecture, accounting, clinical psychology, clinical dietetics, and nursing. The objectives were: (1) to bring the university and the professions into collaboration, (2) to focus continuing education activities as…

  18. 32 CFR 196.400 - Education programs or activities.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 32 National Defense 2 2011-07-01 2011-07-01 false Education programs or activities. 196.400... (CONTINUED) MISCELLANEOUS NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities...

  19. 32 CFR 196.400 - Education programs or activities.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 32 National Defense 2 2010-07-01 2010-07-01 false Education programs or activities. 196.400... (CONTINUED) MISCELLANEOUS NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities...

  20. Nigerian Primary Schools' Compliance with Nigeria National Policy on Education: An Evaluation of Continuous Assessment Practices.

    ERIC Educational Resources Information Center

    Ali, Anthony; Akubue, Augustine

    1988-01-01

    A study involving 1,800 teachers and 180 headmasters assessed the nature and scope of activities and problems associated with implementing federally mandated continuous educational assessment activities at the primary school level in Nigeria. Findings indicate that continuous assessment is preferred to the narrower one-shot evaluation. (TJH)

  1. Assessing the impact of a medical librarian on identification of valid and actionable practice gaps for a continuing medical education committee.

    PubMed

    Bartkowiak, Barbara A; Safford, Lindsey A; Stratman, Erik J

    2014-01-01

    Identifying educational needs related to professional practice gaps can be a complex process for continuing medical education (CME) committees and for physicians who submit activity applications. Medical librarians possess unique skills that may be useful for identifying practice gaps relevant to CME committees. We assessed this assumption by assessing a medical librarian's contributions to practice gap identification for the Marshfield Clinic's CME Committee. We reviewed all locally relevant, locally actionable practice gaps identified annually by various stakeholders and presented to our CME Committee from 2010 to 2013. Total numbers of practice gaps identified, total categorized as actionable, and numbers of subsequent activities resulting from these gaps were calculated for each year. Medical librarian totals were compared to those of other CME committee stakeholders to determine the relative contribution. The medical librarian identified unique, actionable published practice gaps that directly contributed to CME activity planning. For each study year, contributions by the medical librarian grew, from 0 of 27 actionable gaps validated by CME Committee in 2010 to 49 of 108 (45.4%) in 2013. With the librarian's assistance, the number of valid practice gaps submitted between 2010 and 2013 by stakeholders climbed from 23 for 155 activities (14.8%) to 133 for 157 activities (84.7%). Medical librarians can provide a valuable service to CME committees by identifying valid professional practice gaps that inform decisions about educational activities aimed at improving clinical practice. Medical librarians bring into deliberations unique information, including national health policy priorities, practice gaps found in the literature, and point-of-care search engine statistics. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  2. 76 FR 30364 - Agency Information Collection Activities: Proposed Collection; Comment Request

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-05-25

    ... professionals, and other clinicians. This activity is designed to raise awareness of and utility of comparative... proposed information collection project: ``Comparative Effectiveness Research-Continuing Education.'' In... Comparative Effectiveness Research-Continuing Education Previous dissemination efforts in health care research...

  3. A Manual of Classroom Strategies/Activities for Basic Business.

    ERIC Educational Resources Information Center

    Wyoming Univ., Laramie. Coll. of Education.

    This manual contains 75 strategies or classroom activities for teaching basic business education. All activities can be adapted for special needs students. The activities were prepared by 19 business education teachers during a 3-weekend continuing education course for business education teachers at the University of Wyoming. Examples of…

  4. 34 CFR 300.120 - Monitoring activities.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Monitoring activities. 300.120 Section 300.120 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF...

  5. Effective Measures of Continuing Education

    DTIC Science & Technology

    2013-03-01

    with increased participation in charitable or public service activities. The percentage of people who donate their time to organizations and the... Effective Measures of Continuing Education by Colonel Morris A. Turner United States Army United...STRATEGY RESEARCH PROJECT .33 3. DATES COVERED (From - To) 4. TITLE AND SUBTITLE Effective Measures of Continuing Education 5a. CONTRACT

  6. CUNY Tech Continuing Education Annual Report, 1982-1983.

    ERIC Educational Resources Information Center

    New York City Technical Coll., Brooklyn. Div. of Continuing Education and Extension Services.

    This nine-part report reviews the activities and programs of the Division of Continuing Education and Extension Services of New York City Technical College for 1982-83. Following introductory material examining the effects of second-year resource reductions, enrollment declines, space scarcity, staff development activities, credit possibilities…

  7. Access to and support for continuing professional education amongst Queensland nurses: 2004 and 2007.

    PubMed

    Hegney, Desley; Tuckett, Anthony; Parker, Deborah; Robert, Eley

    2010-02-01

    This paper reports on the findings of a prospective exploratory study related to nurses' self-reports of continuing professional education access and support. The data were gathered by two postal surveys undertaken in 2004 and 2007 each which sampled 3000 nurses of the 30,000 nurse members of the industrial body - Queensland Nurses' Union. The response rates were 44.9% and 39.7% for 2004 and 2007, respectively. Over 85% of the nurses reported they had access to continuing professional education activities. However, it is apparent that the majority of these activities are either partially or completely self-funded. Further, between 2004 and 2007 the amount of financial support provided by employers for continuing education and training activities has decreased significantly. While there were differences between 2004 and 2007, the major barrier to be able to attend continuing professional education were financial (could not afford the fee involved; could not afford to take unpaid leave to attend). Another major barrier in both 2004 and 2007 was having the time to undertake the activity. Analysis for differences between nurses in different geographical locations indicated that distance remains a major barrier for nurses in rural and remote areas. These quantitative findings were supported by the qualitative findings on nurses' work where 'education and training' was, overall, the fifth highest ranked issue requiring further attention. Copyright 2009 Elsevier Ltd. All rights reserved.

  8. 25 CFR 46.10 - Eligible activities.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... basic educational skills, including literacy; (2) Enable Indian adults to continue their education... INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION ADULT EDUCATION PROGRAM General Provisions § 46.10 Eligible activities. (a) Subject to availability of funds, funds appropriated for the BIA's Adult Education...

  9. 38 CFR 23.400 - Education programs or activities.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2011-07-01 2011-07-01 false Education programs or... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 23...

  10. 38 CFR 23.400 - Education programs or activities.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Education programs or... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 23...

  11. Association between participation and compliance with Continuing Medical Education and care production by physicians: a cross-sectional study

    PubMed Central

    Carrera, Renato Melli; Cendoroglo, Miguel; Gonçales, Paulo David Scatena; Marques, Flavio Rocha Brito; Sardenberg, Camila; Glezer, Milton; dos Santos, Oscar Fernando Pavão; Rizzo, Luiz Vicente; Lottenberg, Claudio Luiz; Schvartsman, Cláudio

    2015-01-01

    Objective Physician participation in Continuing Medical Education programs may be influenced by a number of factors. To evaluate the factors associated with compliance with the Continuing Medical Education requirements at a private hospital, we investigated whether physicians’ activity, measured by volumes of admissions and procedures, was associated with obtaining 40 Continuing Medical Education credits (40 hours of activities) in a 12-month cycle. Methods In an exclusive and non-mandatory Continuing Medical Education program, we collected physicians’ numbers of hospital admissions and numbers of surgical procedures performed. We also analyzed data on physicians’ time since graduation, age, and gender. Results A total of 3,809 credentialed, free-standing, private practice physicians were evaluated. Univariate analysis showed that the Continuing Medical Education requirements were more likely to be achieved by male physicians (odds ratio 1.251; p=0.009) and who had a higher number of hospital admissions (odds ratio 1.022; p<0.001). Multivariate analysis showed that age and number of hospital admissions were associated with achievement of the Continuing Medical Education requirements. Each hospital admission increased the chance of achieving the requirements by 0.4%. Among physicians who performed surgical procedures, multivariate analysis showed that male physicians were 1.3 time more likely to achieve the Continuing Medical Education requirements than female physicians. Each surgical procedure performed increased the chance of achieving the requirements by 1.4%. Conclusion The numbers of admissions and number of surgical procedures performed by physicians at our hospital were associated with the likelihood of meeting the Continuing Medical Education requirements. These findings help to shed new light on our Continuing Medical Education program. PMID:25807247

  12. 34 CFR 300.812 - Reservation for State activities.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true Reservation for State activities. 300.812 Section 300.812 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF...

  13. 34 CFR 300.814 - Other State-level activities.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Other State-level activities. 300.814 Section 300.814 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF...

  14. 34 CFR 300.812 - Reservation for State activities.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Reservation for State activities. 300.812 Section 300.812 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF...

  15. American Nurses Association Position Statement on guidelines for commercial support of continuing nursing education.

    PubMed

    1999-01-01

    The attached guidelines on "Commercial Support of Continuing Nursing Education" have been developed by the American Nurses Association (ANA) to assist/guide nursing continuing educators who wish to utilize the resources of corporations to provide continuing education programs. These guidelines enable the provider to maintain a balance between the need for industry-supported dissemination of scientific information and promotional activities which meet the requirements of law, as well as professional standards of the American Nurses Association.

  16. Research in Adult and Continuing Education: Master of Adult and Continuing Education Program.

    ERIC Educational Resources Information Center

    Washington State Univ., Pullman. Coll. of Education.

    The document presents an annotated bibliography of Master's degree theses in Adult and Continuing Education, Washington State University, 1974-76. Abstracts for the following 12 theses are presented: (1) Agrarian Reform in Chile: A Case Study; (2) An Analysis of the Activities and the Needs of the Senior Citizens in Garfield, Washington and the…

  17. Continuing education for pathology laboratory technologists: a needs analysis in a Singapore teaching hospital.

    PubMed

    Tan, Kong-Bing; Thamboo, Thomas Paulraj; Lim, Yaw-Chyn

    2007-11-01

    Continuing education is important to laboratory technologists. It helps them keep pace with the advances in medicine and pathology and thus to provide quality service. A survey was conducted to assess the attitudes of pathology laboratory technologists towards different educational activities. Relevant continuing education activities include lectures, case discussions, journal clubs, short courses, scientific conferences and higher educational courses. Technologists were asked for their views on these various activities, scoring each item 1-5 out of 5. The response rate was 66% (19/29); respondents' work experience ranged from <3 years to >20 years. Short courses was rated the most highly; 89% of respondents considered them good/excellent. General medical knowledge and the methods and rationale of key histopathology procedures were the preferred lecture topics. Most respondents (58%) were interested (4-5/5) to have their own journal club. 84% of respondents were fairly keen/keen (4-5/5) to participate in conferences. 74% responded that they were fairly keen/keen to consider pursuing higher education. 84% were fairly keen/keen to upgrade themselves and to assume higher responsibilities. The results indicate a positive outlook of technologists towards continuing education. The planning of future lecture topics has taken into account their preferences, and talks on the pursuit of higher education have been organised. It is hoped that these measures and others, will help boost the usefulness of continuing education and enhance the work environment.

  18. 34 CFR 361.3 - Authorized activities.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Authorized activities. 361.3 Section 361.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION STATE VOCATIONAL REHABILITATION SERVICES PROGRAM General § 361.3...

  19. The importance of continuing education for transplant coordination staff.

    PubMed

    Tokalak, Ibrahim; Emiroğlu, Remzi; Karakayali, Hamdi; Bilgin, Nevzat; Haberal, Mehmet

    2005-06-01

    Continuous quality improvement activities are necessary to achieve excellence at any institution. The Başkent University Hospitals have implemented continuous in-service training programs to improve all health services provided. Also, continuing medical education programs are being instituted in organ procurement and transplantation centers. In addition to receiving basic orientation and training upon hiring, transplant coordination staff complete forms that detail their current training status, further job training needed, and other courses of interest. The information is used to monitor skill levels, to determine the success of educational programs, and to identify further education that is needed. Our aim is to improve the quality of transplant coordination activities and increase organ donation at the hospitals in our network through effective monitoring and evaluation of continuous in-service training. These training programs enhance staff members' understanding of and participation in procedures related to transplantation and improves the total quality of the transplantation process. In the near future, this training model may be used to improve the donor hospital education program in Turkey.

  20. Connecting Social Work and Activism in the Arts through Continuing Professional Education

    ERIC Educational Resources Information Center

    Rawdon, Kathryn; Moxley, David

    2016-01-01

    The authors place a continuing education conference devoted to linking the arts, social practice, and social work within the context of a movement to advance arts activism. They illustrate how social workers, artists, and community arts activists can collaborate in building public awareness about serious social issues, creating alternative…

  1. 34 CFR 602.11 - Geographic scope of accrediting activities.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Geographic scope of accrediting activities. 602.11 Section 602.11 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION THE SECRETARY'S RECOGNITION OF ACCREDITING AGENCIES The...

  2. University Continuing Education for Lifelong Learning in Korea

    ERIC Educational Resources Information Center

    Lee, Haejoo

    2008-01-01

    Lifelong education achieves its goals when it improves people's quality of life and when it brings social cohesion and development. University continuing education (UCE) has contributed to the expansion of higher education opportunities in terms of its quantity. However, we have to look further than sheer volume of activity. Original ideals of…

  3. Using speed dating sessions to foster collaboration in continuing interdisciplinary education.

    PubMed

    Laprise, Réjean; Thivierge, Robert L

    2012-01-01

    There are numerous examples of care gaps that could be reduced through enhanced knowledge exchange and practice collaboration between medical specialist physicians. In this paper, we report preliminary results on using speed-dating sessions (SDSs) to stimulate the development of continuing interdisciplinary education (CIDE) activities. In 2007, a 35-minute SDS was carried out during a 2-hour faculty development workshop to provide continuing medical education (CME) directors of Quebec's 35 medical specialist associations with a formal opportunity to quickly share clinical issues and goals. A post-workshop survey was used to assess participants' satisfaction and whether they had met new colleagues, learned about interdisciplinary issues, and discovered opportunities for collaboration. CME accreditation files were audited to assess the occurrence of CIDE activities in the year prior and the 2 years that followed the workshop. CME directors were called to assess whether the development of these activities was directly attributable to their participation in the SDS. CME directors of 26 specialist physician associations attended the faculty development workshop. The vast majority of survey respondents (n = 18/20) were satisfied with the SDS and believed that this method was a stimulating and efficient way to meet new colleagues, quickly share clinical issues and goals, learn about unexpected but important interdisciplinary issues, and identify opportunities for CIDE collaboration. Sixty percent (12/20) reported having identified at least 1 opportunity for collaboration that was worth pursuing in the near future, and 19% of attending CME directors (5/26) developed a CIDE activity within 2 years, as compared with none in the previous year and for the 9 nonparticipating associations. Results suggest that SDSs enhanced networking, knowledge exchange, and collaboration in continuing education among CME providers who participated in a faculty development activity on CIDE. Copyright © 2012 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  4. Overview of Continuing Education Financing and Budgeting.

    ERIC Educational Resources Information Center

    Shipp, Travis

    1982-01-01

    Continuing education agencies have cycles of financial activities that are all parts of financial management, including obtaining funding and venture capital, setting fees, and controlling costs for cost recovery. (Author/SSH)

  5. 34 CFR 367.3 - What activities may the Secretary fund?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true What activities may the Secretary fund? 367.3 Section 367.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION INDEPENDENT LIVING SERVICES FOR...

  6. 34 CFR 366.3 - What activities may the Secretary fund?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true What activities may the Secretary fund? 366.3 Section 366.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION CENTERS FOR INDEPENDENT LIVING...

  7. 34 CFR 656.5 - What activities may be carried out?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What activities may be carried out? 656.5 Section 656.5 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION NATIONAL RESOURCE CENTERS PROGRAM FOR FOREIGN LANGUAGE AND AREA STUDIES...

  8. 34 CFR 426.3 - What activities may the Secretary fund?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What activities may the Secretary fund? 426.3 Section 426.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION COOPERATIVE DEMONSTRATION PROGRAM General § 426.3...

  9. 34 CFR 366.3 - What activities may the Secretary fund?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false What activities may the Secretary fund? 366.3 Section 366.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION CENTERS FOR INDEPENDENT LIVING...

  10. 34 CFR 412.3 - What activities may the Secretary fund?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What activities may the Secretary fund? 412.3 Section 412.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION NATIONAL NETWORK FOR CURRICULUM COORDINATION IN...

  11. Developing a Promotional Campaign for a Statewide Continuing Education System.

    ERIC Educational Resources Information Center

    Munger, Paul; And Others

    1981-01-01

    Describes activities developed in promoting a statewide continuing education system. They included television and radio advertisements, a user's manual, and a logo. Program evaluation and implementation are also discussed. (CT)

  12. Marketing Your Program.

    ERIC Educational Resources Information Center

    Calderon, Jewell R.

    1978-01-01

    In this conference presentation, the author, contrary to traditional views, offers a marketing definition that is compatible with continuing education goals. She then points out five reasons why continuing education activities for nurses should be marketed. (EM)

  13. 38 CFR 23.415 - Access to course offerings.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 23... any of its education program or activity separately on the basis of sex, or require or refuse...

  14. 38 CFR 23.415 - Access to course offerings.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 23... any of its education program or activity separately on the basis of sex, or require or refuse...

  15. 38 CFR 23.415 - Access to course offerings.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 23... any of its education program or activity separately on the basis of sex, or require or refuse...

  16. 38 CFR 23.415 - Access to course offerings.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 23... any of its education program or activity separately on the basis of sex, or require or refuse...

  17. Continuing Education for the Aged: A Survey of Needs and Interests of Older People

    ERIC Educational Resources Information Center

    Hiemstra, Roger P.

    1972-01-01

    Aged prefer residential or senior citizen center activities to those in formal educational settings, and (they) perceive instrumental activities... as more important than expressive activities. (Author)

  18. Nurses' perceptions of and participation in continuing nursing education: results from a study of psychiatric hospital nurses in Bahrain.

    PubMed

    Al-Majid, Sadeeka; Al-Majed, Hashmiya; Rakovski, Cyril S; Otten, Rebecca A

    2012-05-01

    Although many psychiatric hospital nurses in Bahrain attend at least one continuing nursing education (CNE) activity per year, many others do not. This study explored these nurses' perceptions of CNE and factors that promote or hinder participation in CNE activities. A descriptive design was used to gather data from a convenience sample of 200 nurses working at the psychiatric hospital in Bahrain. Nurses believed that CNE improved the quality of patient care and patient outcomes, increased nurses' knowledge and skills, and kept them current with advances in nursing. Participation in CNE was hindered by unavailability of CNE activities related to psychiatric nursing. The majority of nurses had positive perceptions of CNE. Their participation was hindered by unavailability of CNE activities related to psychiatric nursing. Those responsible for planning continuing education in Bahrain should consider these findings when planning future CNE activities. Copyright 2012, SLACK Incorporated.

  19. A Correlational Study of Self-Directed Learning Readiness and Learning Activity Preference for Continuing Medical Education among Family Physicians

    ERIC Educational Resources Information Center

    Barrett, Theresa J.

    2014-01-01

    This quantitative, nonexperimental, correlational study sought to determine whether a relationship exists between family physicians' levels of self-directed learning readiness (SDLR) and their preferences for continuing medical education (CME) activities. The study also sought to determine whether years in clinical practice or size of clinical…

  20. Continuing education for performance improvement: a creative approach.

    PubMed

    Collins, Patti-Ann; Hardesty, Ilana; White, Julie L; Zisblatt, Lara

    2012-10-01

    In an effort to improve patient safety and health care outcomes, continuing medical education has begun to focus on performance improvement initiatives for physician practices. Boston University School of Medicine's (BUSM) Continuing Nursing Education Accredited Provider Unit has begun a creative project to award nursing contact hours for nurses' participation in performance improvement activities. This column highlights its initial efforts. Copyright 2012, SLACK Incorporated.

  1. Continuing and ceasing leisure activities in later life: a longitudinal study.

    PubMed

    Strain, Laurel A; Grabusic, Carmen C; Searle, Mark S; Dunn, Nicole J

    2002-04-01

    This study examined changes in leisure activities of older adults over an 8-year period, and associated sociodemographic and health characteristics. Data were from a longitudinal study conducted in Winnipeg, Manitoba, Canada; 380 respondents were interviewed in-person in both 1985 and 1993. Changes in ten specific activities and the overall number of activities continued were examined. Theater/movies/spectator sports and travel were the activities least likely to be continued over the 8-year period; watching television and reading were most likely to be continued. Characteristics significantly related to changes in activities were age, gender, education, and self-rated health in 1985 as well as changes in marital status, self-rated health, and functional ability between 1985 and 1993, although no consistent pattern emerged. Leisure education is discussed as a means of introducing modifications to enhance older adults' participation in desired activities. Directions for future research are highlighted.

  2. 34 CFR 403.170 - What activities does the Secretary support under the Business-Labor-Education Partnership for...

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What activities does the Secretary support under the Business-Labor-Education Partnership for Training Program? 403.170 Section 403.170 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION...

  3. 34 CFR 361.35 - Innovation and expansion activities.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 2 2013-07-01 2013-07-01 false Innovation and expansion activities. 361.35 Section 361.35 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL... Innovation and expansion activities. (a) The State plan must assure that the State will reserve and use a...

  4. 34 CFR 361.35 - Innovation and expansion activities.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false Innovation and expansion activities. 361.35 Section 361.35 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL... Innovation and expansion activities. (a) The State plan must assure that the State will reserve and use a...

  5. 34 CFR 361.35 - Innovation and expansion activities.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true Innovation and expansion activities. 361.35 Section 361.35 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL... Innovation and expansion activities. (a) The State plan must assure that the State will reserve and use a...

  6. 34 CFR 361.35 - Innovation and expansion activities.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true Innovation and expansion activities. 361.35 Section 361.35 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL... Innovation and expansion activities. (a) The State plan must assure that the State will reserve and use a...

  7. 34 CFR 648.3 - What activities may the Secretary fund?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What activities may the Secretary fund? 648.3 Section 648.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION GRADUATE ASSISTANCE IN AREAS OF NATIONAL NEED General § 648.3...

  8. 34 CFR 648.3 - What activities may the Secretary fund?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false What activities may the Secretary fund? 648.3 Section 648.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION GRADUATE ASSISTANCE IN AREAS OF NATIONAL NEED General § 648.3...

  9. 34 CFR 648.3 - What activities may the Secretary fund?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false What activities may the Secretary fund? 648.3 Section 648.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION GRADUATE ASSISTANCE IN AREAS OF NATIONAL NEED General § 648.3...

  10. 34 CFR 648.3 - What activities may the Secretary fund?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false What activities may the Secretary fund? 648.3 Section 648.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION GRADUATE ASSISTANCE IN AREAS OF NATIONAL NEED General § 648.3...

  11. 34 CFR 648.3 - What activities may the Secretary fund?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false What activities may the Secretary fund? 648.3 Section 648.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION GRADUATE ASSISTANCE IN AREAS OF NATIONAL NEED General § 648.3...

  12. 34 CFR 674.48 - Use of contractors to perform billing and collection or other program activities.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false Use of contractors to perform billing and collection or other program activities. 674.48 Section 674.48 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FEDERAL PERKINS...

  13. 34 CFR 674.48 - Use of contractors to perform billing and collection or other program activities.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Use of contractors to perform billing and collection or other program activities. 674.48 Section 674.48 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FEDERAL PERKINS...

  14. 34 CFR 370.4 - What kinds of activities may the Secretary fund?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false What kinds of activities may the Secretary fund? 370.4 Section 370.4 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION CLIENT ASSISTANCE PROGRAM General...

  15. 34 CFR 403.61 - What projects, services, and activities are permissible under the basic programs?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false What projects, services, and activities are permissible under the basic programs? 403.61 Section 403.61 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE...

  16. 34 CFR 403.61 - What projects, services, and activities are permissible under the basic programs?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false What projects, services, and activities are permissible under the basic programs? 403.61 Section 403.61 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE...

  17. 34 CFR 403.61 - What projects, services, and activities are permissible under the basic programs?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What projects, services, and activities are permissible under the basic programs? 403.61 Section 403.61 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE...

  18. 34 CFR 403.61 - What projects, services, and activities are permissible under the basic programs?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false What projects, services, and activities are permissible under the basic programs? 403.61 Section 403.61 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE...

  19. 34 CFR 403.61 - What projects, services, and activities are permissible under the basic programs?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false What projects, services, and activities are permissible under the basic programs? 403.61 Section 403.61 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE...

  20. Dementia-Related Work Activities of Home Care Nurses and Aides: Frequency, Perceived Competence, and Continuing Education Priorities

    ERIC Educational Resources Information Center

    Morgan, Debra G.; Kosteniuk, Julie G.; O'Connell, Megan E.; Dal Bello-Haas, Vanina; Stewart, Norma J.; Karunanayake, Chandima

    2016-01-01

    An understanding of the specific dementia learning needs of home care staff is needed to plan relevant continuing education (CE) programs and supports. The study's objective was to examine frequency and perceived competence in performing 20 dementia-related work activities, and identify CE priorities among home care staff. A cross-sectional survey…

  1. 34 CFR 300.119 - Technical assistance and training activities.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Least Restrictive Environment (lre) § 300.119... 34 Education 2 2011-07-01 2010-07-01 true Technical assistance and training activities. 300.119 Section 300.119 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF...

  2. 34 CFR 489.3 - What activities may the Secretary fund?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... a particular case; and (iii) Adequate opportunities for appropriate education services and the... 34 Education 3 2011-07-01 2011-07-01 false What activities may the Secretary fund? 489.3 Section 489.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF...

  3. 34 CFR 380.5 - What activities may the Secretary fund under community-based supported employment projects?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION SPECIAL PROJECTS AND DEMONSTRATIONS FOR PROVIDING SUPPORTED EMPLOYMENT SERVICES TO INDIVIDUALS... 34 Education 2 2010-07-01 2010-07-01 false What activities may the Secretary fund under community...

  4. 34 CFR 380.6 - What activities may the Secretary fund under technical assistance supported employment projects?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION SPECIAL PROJECTS AND DEMONSTRATIONS FOR PROVIDING SUPPORTED EMPLOYMENT SERVICES TO INDIVIDUALS... 34 Education 2 2010-07-01 2010-07-01 false What activities may the Secretary fund under technical...

  5. 34 CFR 380.4 - What activities may the Secretary fund under Statewide supported employment demonstration projects?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION SPECIAL PROJECTS AND DEMONSTRATIONS FOR PROVIDING SUPPORTED EMPLOYMENT SERVICES TO INDIVIDUALS... 34 Education 2 2010-07-01 2010-07-01 false What activities may the Secretary fund under Statewide...

  6. A Brief History of Continuing Education in Nursing in the United States

    ERIC Educational Resources Information Center

    Cooper, Signe S.

    1973-01-01

    Outlines the history of continuing education in nursing from the earliest activities sponsored by alumnae associations through its necessity as a condition for the relicensure of nurses and other health professionals. (Author/RK)

  7. 34 CFR 359.11 - What activities must each recipient carry out under this program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false What activities must each recipient carry out under this program? 359.11 Section 359.11 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION DISABILITY AND REHABILITATION RESEARCH: SPECIAL PROJECT...

  8. Active Citizenship & Adult Learning In Inner London. Research Paper in Continuing Education Number 2.

    ERIC Educational Resources Information Center

    Payne, John

    The impact of the abolition of the Inner London Educational Authority (ILEA) on adult education in London (England) was explored. Specifically, the impact of abolition, that might support the concept and practice of active citizenship, was studied on three areas of adult education: environmental education, antiracist work, and work with voluntary…

  9. Cardiopulmonary Disease in Newborns: A Study in Continuing Medical Education.

    ERIC Educational Resources Information Center

    Weinberg, Armin D.; And Others

    1979-01-01

    A film describing tachypea as an early manifestation of congenital heart disease was shown to physicians and nurses at 27 hospitals during regular continuing medical education activities. Findings from pre-test and post-test data show that need-oriented educational programs can measurably improve the quality of patient care. (Author/LBH)

  10. 34 CFR 609.10 - What activities may be carried out under a grant?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... program of teacher education designed to qualify students to teach in a public elementary or secondary... desegregation of higher education that is applicable to the institution; (5) Activities or services that relate....10 Section 609.10 Education Regulations of the Offices of the Department of Education (Continued...

  11. 34 CFR 609.10 - What activities may be carried out under a grant?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... program of teacher education designed to qualify students to teach in a public elementary or secondary... desegregation of higher education that is applicable to the institution; (5) Activities or services that relate....10 Section 609.10 Education Regulations of the Offices of the Department of Education (Continued...

  12. 34 CFR 363.4 - What are the authorized activities under a State Supported Employment Services grant?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false What are the authorized activities under a State Supported Employment Services grant? 363.4 Section 363.4 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF...

  13. [Psychological features of the motivation component in the training of doctors in the system of postgraduate education].

    PubMed

    Koshova, Svitlana; Horachuk, Viktoriia; Pishchykov, Valerii

    2018-01-01

    Introduction: Тhe problem of motivating adult learning in postgraduate education has so far been the subject of study primarily in methodological and pedagogical studies. They focus on the analysis of the content side of the motivation of adult learning activities. As for the problem of the dynamics of motivation for adult learning activities, including for doctors in the system of postgraduate medical education with continuous professional development, it has not been sufficiently studied so far. The aim: This work is to analyze information and psychological features of the motivational sphere of doctors, which contribute to their successful training during continuous professional development in the system of postgraduate medical education. Materials and methods: In the work is used a range of methods: content analysis, bibliosemantic, systematic approach, analysis of products of activity. Review: At the present stage of social and economic transformations in Ukraine, the development of the general abilities of a person, his professional self-awareness, motivation for postgraduate education and obtaining a new specialization (E.О. Klimov, N.S. Glukhanyuk, I.V. Dubrovin, D.N. Zabrodin, T.V. Kudryavtsev, V.D. Shadrikov, etc.) The existing system of professional retraining does not pay enough attention to the study of conscious motives in adult learning activity. The practical relevance of this problem is determined, on the one hand, by the dynamic processes in the system of vocational training and retraining, the requirements for high efficiency of the results of the work of trained specialists. On the other hand, there is need to create conditions in the system of continuing education, the result of which is the effectiveness of adult learning activities. Conclusions: The study of the dynamics of motivation of adult learning activities is, in our opinion, relevant and has great theoretical as well as practical interest. It will allow to expand the idea of dynamics as the most important characteristic of motivation of educational activity. In addition, the knowledge of the features of the dynamics of the motivation of the learning activity of the adult factors that determine it will become in the hands of the practical teachers the lever through which it will be possible to control the motivation of adults during the educational activity with continuous postgraduate education.

  14. Osteomyelitis: A Context for Wound Management.

    PubMed

    Groll, Mary E; Woods, Timothy; Salcido, Richard

    2018-06-01

    To provide an overview of osteomyelitis. This continuing education activity is intended for physicians, physician assistants, nurse practitioners, and nurses with an interest in skin and wound care. After completing this continuing education activity, you should be able to:1. Distinguish the pathogenesis of osteomyelitis in children and adults.2. Identify practical considerations for diagnosis and evidence-based treatment of osteomyelitis. This educational activity reviews the pathogenesis of osteomyelitis and discusses practical considerations for diagnosis, treatment, and functional rehabilitation of pediatric and adult patients with osteomyelitic wounds. Antibiotic, surgical, and adjunctive treatments will be addressed. Emphasis is placed on consulting with infectious disease specialists and using evidence-based guidelines for antibiotic prescribing.

  15. PE Ninja Warrior: Designing an American Ninja Warrior Unit for Physical Education

    ERIC Educational Resources Information Center

    Bruno, Laura E.; Farrell, Anne

    2017-01-01

    Regular participation in physical activity during childhood and adolescence is critical to the development of healthy habits that will continue into adulthood. Research suggests that children who lead sedentary lives are more likely to continue those habits later in life. A key goal of physical education (PE) is to educate students on the…

  16. Evaluating Continuing Nursing Education: A Qualitative Study of Intention to Change Practice and Perceived Barriers to Knowledge Translation.

    PubMed

    Wellings, Cynthea A; Gendek, Marilyn A; Gallagher, Silvia E

    Evaluating the effectiveness of continuing nursing education does not always include behavioral change and patient health outcomes. A qualitative analysis of open-ended evaluation questions from continuing nursing education activities was conducted. The aim was to evaluate learners' intentions to change their practice resulting from their learning and their perceived barriers to implementing practice changes. Results revealed the multiple, interconnected challenges involved in translating new learning into practice.

  17. Education.

    ERIC Educational Resources Information Center

    Lowe, Donald R.; Nummedal, Dag

    1980-01-01

    Progress is assessed within the following areas of geoscience education: undergraduate and graduate enrollments, continuing education activities, conferences, National Science Foundation programs, source- and textbook and other educational material publications, earth-science teaching at the precollege level, and marine education (geology of ocean…

  18. Continuing Education Programs within the American Heart Association

    ERIC Educational Resources Information Center

    Lembright, Katherine A.

    1970-01-01

    Because it believes the nurse can and must be a participant in the co-professional health team (doctor, nurse), the American Heart Association has become increasingly concerned with planning and carrying out activities that contribute to the continuing education of nurses. (PT)

  19. Expanding Educators' Contributions to Continuous Quality Improvement of American Board of Medical Specialties Maintenance of Certification.

    PubMed

    Nora, Lois Margaret; Pouwels, Mellie Villahermosa; Irons, Mira

    2016-01-01

    The American Board of Medical Specialties board certification has transformed into a career-long process of learning, assessment, and performance improvement through its Program for Maintenance of Certification (MOC). Medical educators across many medical professional organizations, specialty societies, and other institutions have played important roles in shaping MOC and tailoring its overarching framework to the needs of different specialties. This Commentary addresses potential barriers to engagement in work related to MOC for medical school (MS) and academic health center (AHC) educators and identifies reasons for, and ways to accomplish, greater involvement in this work. The authors present ways that medical and other health professions educators in these settings can contribute to the continuous improvement of the MOC program including developing educational and assessment activities, engaging in debate about MOC, linking MOC with institutional quality improvement activities, and pursuing MOC-related scholarship. MS- and AHC-based educators have much to offer this still-young and continually improving program, and their engagement is sought, necessary, and welcomed.

  20. The relevance of the alliance for CME competencies for planning, organizing, and sustaining an interorganizational educational collaborative.

    PubMed

    Balmer, Jann T; Bellande, Bruce J; Addleton, Robert L; Havens, Carol S

    2011-01-01

    The heightened demand for accountability, access, and quality performance from health care professionals has resulted in linkages between continuing education (CE), performance improvement (PI), and outcomes. CE health professionals must also expand their skills and abilities to design, implement, and measure CE activities consistent with these new expectations. In addition to administrative and meeting-planning activities, new competencies associated with educational consultation and performance coaching are needed. This article utilizes the Alliance competencies as the framework for discussion of the competencies of CE professionals and applies it to the unique setting of a collaborative. The CS2day initiative serves as an example of the application of these competencies in this environment. The framework of the Alliance competencies can serve as a guide and a tool for self-assessment, work design, and professional development at individual, organization, and systems levels. Continual reassessment of the Alliance competencies for CE in the health professions will be critical to the continued effectiveness of CE that is linked to performance improvement and outcomes for the CE professional and the health care professionals we serve. A collaborative can provide one option for meeting these new expectations for professional development for CE professionals and the creation of effective educational initiatives. Copyright © 2011 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  1. 34 CFR 642.10 - Activities the Secretary assists under the Training Program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Secretary assists under the Training Program. (a) A Training Program project trains the staff and leadership... 34 Education 3 2010-07-01 2010-07-01 false Activities the Secretary assists under the Training... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TRAINING PROGRAM FOR FEDERAL TRIO...

  2. What is PE?

    ERIC Educational Resources Information Center

    Coulter, Maura; Ní Chróinín, Déirdre

    2013-01-01

    Physical education is a socially constructed activity that forms one component of a wider physical culture that includes sport and health/physical activity. The terms sport and physical education are often used interchangeably in school contexts, where sport and health continue to shape what is understood by the term physical education. This study…

  3. 34 CFR 646.4 - What activities and services does a project provide?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ..., writing, study skills, mathematics, science, and other subjects. (2) Advice and assistance in... 34 Education 3 2011-07-01 2011-07-01 false What activities and services does a project provide? 646.4 Section 646.4 Education Regulations of the Offices of the Department of Education (Continued...

  4. Wisconsin Recertification Manual for Public Librarians.

    ERIC Educational Resources Information Center

    Fox, Robert; And Others

    Designed to assist public librarians certified after May 1, 1979, this manual explains Wisconsin recertification requirements based on continuing education. It provides continuing education guidelines, a flow chart of the recertification process, an individual learning activity form, an annual report form, a conversion chart for assignment of…

  5. Active learning as a path to critical thinking: are competencies a roadblock?

    PubMed

    Tedesco-Schneck, Mary

    2013-01-01

    Nursing educators are called to graduate students who are critical thinkers able to face the challenge of negotiating increasingly complex health care systems (Candela, 2011; Cerullo and da Cruz, 2010). Active learning has been incited as a mechanism to foster critical thinking skills (Michel et al., 2009; Pascarella, 2005; Walker, 2003). Yet despite evidence and academic applause in favor of active pedagogies, passive pedagogies continue to dominant the nursing education landscape (Brown et al., 2009; Burbach et al., 2004; Schnell, 2005). Although, scholarly literature in nursing and education substantiate existence of various obstacles that inhibit faculty incorporation of active pedagogies, perhaps the insidious culture of competencies in nursing education is what truly engenders a milieu for the continued use of passive pedagogies. In this article, I aim to stimulate debate about the culture of competencies in nursing education as the overriding force which perpetuates use of passive pedagogies. Copyright © 2012 Elsevier Ltd. All rights reserved.

  6. Continuing Education: The Emergence of a Functioning Model.

    ERIC Educational Resources Information Center

    Graziano, John A.; Roberts, Elizabeth H.

    1980-01-01

    The basic models of mandated, postlicensing, educational activity for professionals are reviewed including: (1) podiatry model (course content, mode of delivery, lecturer credentials, and administrative controls); (2) continuing competence model; and (3) peer review model. The podiatry model is thought to be the most logical, expedient, and…

  7. 34 CFR 644.4 - What services may a project provide?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... higher education, students, or any combination of these persons. (k) Programs and activities described in....4 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION EDUCATIONAL OPPORTUNITY CENTERS General § 644.4 What services...

  8. Arm Chair Activism: Serious Games Usage by INGOs for Educational Change

    ERIC Educational Resources Information Center

    Arora, Payal; Itu, Sorina

    2012-01-01

    The battle between educators and entertainers continues when it comes to gaming. While this is so, the edutainment battleground has expanded to include actors outside formal schooling agencies, namely International Non-Governmental Organizations (INGOs). These actors employ digital games with the aim to educate and activate towards specific social…

  9. Promoting Educational Equity through School Libraries: Equity Activity Book.

    ERIC Educational Resources Information Center

    Arizona State Univ., Tempe.

    The activities suggested in this workbook for participants in a continuing education program for inservice school media specialists are designed to develop the trainee's skills in identifying instances of sexism and sex stereotyping in education, and in promoting sex fairness in the library. Exercises and tests on the first module are concerned…

  10. A Risk Stratification Tool to Assess Commercial Influences on Continuing Medical Education

    ERIC Educational Resources Information Center

    Barnes, Barbara E.; Cole, Jeanne G.; King, Catherine Thomas; Zukowski, Rebecca; Allgier-Baker, Tracy; Rubio, Doris McGartland; Thorndyke, Luanne E.

    2007-01-01

    Introduction: Heightened concerns about industry influence on continuing medical education (CME) have prompted tighter controls on the management of commercial funding and conflict of interest. As a result, CME providers must closely monitor their activities and intervene if bias or noncompliance with accreditation standards is likely. Potential…

  11. Continuing Education Activities of the University of British Columbia, 1978-1979.

    ERIC Educational Resources Information Center

    British Columbia Univ., Vancouver. Center for Continuing Education.

    Continuing education opportunities offered by the University of British Columbia (UBC) are summarized in this third comprehensive annual report for the year September 1978 to August 1979. The university administers a decentralized program encompassing several university offices, community resource centers, and individual faculty members. Evening,…

  12. Interrater Reliability to Assure Valid Content in Peer Review of CME-Accredited Presentations

    ERIC Educational Resources Information Center

    Quigg, Mark; Lado, Fred A.

    2009-01-01

    Introduction: The Accreditation Council for Continuing Medical Education (ACCME) provides guidelines for continuing medical education (CME) materials to mitigate problems in the independence or validity of content in certified activities; however, the process of peer review of materials appears largely unstudied and the reproducibility of…

  13. Higher Education and Older People: Some Theoretical Considerations, Part II.

    ERIC Educational Resources Information Center

    Covey, Herbert C.

    1983-01-01

    Describes disengagement, activity, lifespan, subcultural, and continuity theories of social gerontology in light of participation in higher education by older students. Argues that continuity theory holds the most promise in accounting for older students. Emphasizes the need to stress the positive roles of old age. (JAC)

  14. 38 CFR 21.7110 - Selection of a program of education.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... education. 21.7110 Section 21.7110 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI Bill-Active Duty) Programs of Education § 21.7110 Selection of a program of education. (a...

  15. 34 CFR 406.3 - What activities may the Secretary fund?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... graduation and two years of higher education, or an apprenticeship training program of at least two years... 406.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE-ADMINISTERED TECH-PREP EDUCATION PROGRAM...

  16. 34 CFR 406.3 - What activities may the Secretary fund?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... graduation and two years of higher education, or an apprenticeship training program of at least two years... 406.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE-ADMINISTERED TECH-PREP EDUCATION PROGRAM...

  17. A survey of interprofessional education in chiropractic continuing education in the United States.

    PubMed

    Bednarz, Edward M; Lisi, Anthony J

    2014-10-01

    Objective : The purpose of this study is to describe the state of chiropractic continuing education vis-à-vis interprofessional education (IPE) with medical doctors (MD) in a survey of a sample of US doctors of chiropractic (DC) and through a review of policies. Methods : Forty-five chiropractors with experience in interprofessional settings completed an electronic survey of their experiences and perceptions regarding DC-MD IPE in chiropractic continuing education (CE). The licensing bodies of the 50 US states and the District of Columbia were queried to assess the applicability of continuing medical education (CME) to chiropractic relicensure. Results : The majority (89.1%) of survey respondents who attend CE-only events reported that they rarely to never experienced MD-IPE at these activities. Survey respondents commonly attended CME-only events, and 84.5% stated that they commonly to very commonly experienced MD-IPE at these activities. More than half (26 of 51) of the licensing bodies did not provide sufficient information to determine if CME was applicable to DC relicensure. Thirteen jurisdictions (25.5%) do not, and 12 jurisdictions (23.5%) do accept CME credits for chiropractic relicensure. Conclusion : The majority of integrated practice DCs we surveyed reported little to no IPE occurring at CE-only events, yet significant IPE occurring at CME events. However, we found only 23.5% of chiropractic licensing bodies allow CME credit to apply to chiropractic relicensure. These factors may hinder DC-MD IPE in continuing education.

  18. 45 CFR 618.410 - Comparable facilities.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.410 Comparable facilities...

  19. 45 CFR 618.405 - Housing.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.405 Housing. (a) Generally. A...

  20. 45 CFR 618.410 - Comparable facilities.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.410 Comparable facilities...

  1. 45 CFR 618.405 - Housing.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.405 Housing. (a) Generally. A...

  2. 45 CFR 618.405 - Housing.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.405 Housing. (a) Generally. A...

  3. 45 CFR 618.410 - Comparable facilities.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.410 Comparable facilities...

  4. 45 CFR 618.410 - Comparable facilities.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.410 Comparable facilities...

  5. 45 CFR 618.405 - Housing.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.405 Housing. (a) Generally. A...

  6. NASA industry education initiative. Education programs report, 1991

    NASA Technical Reports Server (NTRS)

    1991-01-01

    Findings from the initial inventory of education programs show that support for the NASA-Industry Education Initiative (NIEI) appears to be strong among the organizations surveyed. In addition, the range, depth and historical baselines of NIEI education programs are encouraging. It is also apparent that there is a significant level of cooperation between NIEI members and other organizations. Heavily focused towards science, engineering, mathematics and technology achievement, NIEI activities appear to be aligned with national education goals. Three criticisms are revealed: (1) the majority of programs are targeted fairly late in the education cycle; (2) the number of initiatives geared towards adult literacy and adult skills-enhancement appears to be relatively low; (3) the majority of NIEI activities involve traditional education-assistance programs, but the number of critical assessment and systematic reform initiatives is low. Four Working Group recommendations resulted from this activity: (1) NIEI Working Group operations should continue for an indefinite period, with participation open to other like-minded private-sector organization; (2) the report should be periodically updated; (3) an analysis of ongoing education programs should be conducted; (4) American corporations should continue to support education and evaluate in-house programs periodically.

  7. 7 CFR 1150.116 - Nutrition education.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 9 2014-01-01 2013-01-01 true Nutrition education. 1150.116 Section 1150.116 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING... Order Definitions § 1150.116 Nutrition education. Nutrition education means those activities intended to...

  8. 7 CFR 1150.116 - Nutrition education.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Nutrition education. 1150.116 Section 1150.116 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING... Order Definitions § 1150.116 Nutrition education. Nutrition education means those activities intended to...

  9. 7 CFR 1150.116 - Nutrition education.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Nutrition education. 1150.116 Section 1150.116 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing... Order Definitions § 1150.116 Nutrition education. Nutrition education means those activities intended to...

  10. 7 CFR 1150.116 - Nutrition education.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Nutrition education. 1150.116 Section 1150.116 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing... Order Definitions § 1150.116 Nutrition education. Nutrition education means those activities intended to...

  11. Current Continuing Professional Education Practice among Malaysian Nurses

    PubMed Central

    Chong, Mei Chan; Francis, Karen; Cooper, Simon; Abdullah, Khatijah Lim

    2014-01-01

    Nurses need to participate in CPE to update their knowledge and increase their competencies. This research was carried out to explore their current practice and the future general needs for CPE. This cross-sectional descriptive study involved registered nurses from government hospitals and health clinics from Peninsular Malaysia. Multistage cluster sampling was used to recruit 1000 nurses from four states of Malaysia. Self-explanatory questionnaires were used to collect the data, which were analyzed using SPSS version 16. Seven hundred and ninety-two nurses participated in this survey. Only 80% (562) of the nurses had engaged in CPE activities during the past 12 months. All attendance for the various activities was below 50%. Workshops were the most popular CPE activity (345, 43.6%) and tertiary education was the most unpopular activity (10, 1.3%). The respondents did perceive the importance of future CPE activities for career development. Mandatory continuing professional education (MCPE) is a key measure to ensure that nurses upgrade their knowledge and skills; however, it is recommended that policy makers and nurse leaders in the continuing professional development unit of health service facilities plan CPE activities to meet registered nurses' (RNs) needs and not simply organizational requirements. PMID:24523961

  12. Orientation of nurses towards formal and informal learning: motives and perceptions.

    PubMed

    Bahn, Dolores

    2007-10-01

    The aim of this exploratory study was to gain information on the current orientation of registered nurses towards continuing education and lifelong learning. The population (N=162) consists of 2nd and 1st Level nurses who have or are currently taking part in continuing education. Qualitative empirical data were obtained through semi structured one to one interviews. The research questions sought information related to some of the reasons and motives for the participants' taking part in various categories of learning. Also explored was what factors might influence these participants' learning activities and the views and perceptions of their learning experiences. For many of these nurses, the initial motive for taking part in continuing education was the perception that they were being left behind by the higher educational level of nurses entering the profession. Contrary to some anecdotal views, the participants generally felt that higher education (HE) contributed to enhanced client care, reporting additional personal and professional satisfaction. Alleged poor support from managers for continuing education and the lack of parity, often within the same organisation regarding the selection criteria to take part in a variety of learning activities, was a source of dissatisfaction for some of these participants. Their determination to learn, however, remained strong.

  13. Learning science as a potential new source of understanding and improvement for continuing education and continuing professional development.

    PubMed

    Van Hoof, Thomas J; Doyle, Terrence J

    2018-01-15

    Learning science is an emerging interdisciplinary field that offers educators key insights about what happens in the brain when learning occurs. In addition to explanations about the learning process, which includes memory and involves different parts of the brain, learning science offers effective strategies to inform the planning and implementation of activities and programs in continuing education and continuing professional development. This article provides a brief description of learning, including the three key steps of encoding, consolidation and retrieval. The article also introduces four major learning-science strategies, known as distributed learning, retrieval practice, interleaving, and elaboration, which share the importance of considerable practice. Finally, the article describes how learning science aligns with the general findings from the most recent synthesis of systematic reviews about the effectiveness of continuing medical education.

  14. Older Adult Learners: A Comparison of Active and Non-Active Learners

    ERIC Educational Resources Information Center

    Sloane-Seale, Atlanta; Kops, Bill

    2007-01-01

    This paper reports on a 2004 follow-up study conducted in partnership with the University of Manitoba Continuing Education Division and local senior's organizations. The partnership was formed in 2002-03 to promote applied research on lifelong learning and older adults, develop new and complement existing educational activities, and explore new…

  15. Six Steps for Implementing Plyometric Training in Elementary Physical Education

    ERIC Educational Resources Information Center

    Howard-Shaughnessy, Candice; Bush, Gayle; Cherry, Starla

    2013-01-01

    Physical education should have a powerful and positive impact on students' ability and desire to be physically active for a lifetime. Increasing physical activity continues to be a national priority because of the positive physical and mental health benefits associated with an active lifestyle (Pangrazi & Beighle, 2010). To promote these…

  16. The Great Build-a-Buoy Challenge

    ERIC Educational Resources Information Center

    Dickerson, Daniel; Hathcock, Stephanie; Stonier, Frank; Levin, Doug

    2012-01-01

    As Science, Technology, Engineering, and Mathematics (STEM) Education continues to become more visible in elementary school curricula, the need for activities that address STEM content is growing. Build-A-Buoy is one such activity. This activity was developed by Doug Levin in 2008 when he was an education coordinator for the NOAA Chesapeake Bay…

  17. 78 FR 8192 - Agency Information Collection Activities: Comment Request; Education and Human Resources Project...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-02-05

    ... NATIONAL SCIENCE FOUNDATION Agency Information Collection Activities: Comment Request; Education and Human Resources Project Monitoring Clearance AGENCY: National Science Foundation. ACTION: Notice... part of its continuing effort to reduce paperwork and respondent burden, the National Science...

  18. Marketing to Increase Participation in a Web-Based Continuing Medical Education Cultural Competence Curriculum

    ERIC Educational Resources Information Center

    Estrada, Carlos A.; Krishnamoorthy, Periyakaruppan; Smith, Ann; Staton, Lisa; Korf, Michele J.; Allison, Jeroan J.; Houston, Thomas K.

    2011-01-01

    Introduction: CME providers may be interested in identifying effective marketing strategies to direct users to specific content. Online advertisements for recruiting participants into activities such as clinical trials, public health programs, and continuing medical education (CME) have been effective in some but not all studies. The purpose of…

  19. A Standardized Approach to Assessing Physician Expectations and Perceptions of Continuing Medical Education

    ERIC Educational Resources Information Center

    Shewchuk, Richard M.; Schmidt, Hilary J.; Benarous, Alexandra; Bennett, Nancy L.; Abdolrasulnia, Maziar; Casebeer, Linda L.

    2007-01-01

    Introduction: Rapidly expanding science and mandates for maintaining credentials place increasing demands on continuing medical education (CME) activities to provide information that is current and relevant to patient care. Quality may be seen as the perceived level of service measured against consumer expectations. Standard tools have not been…

  20. Framework for industry engagement and quality principles for industry-provided medical education in Europe.

    PubMed

    Allen, Tamara; Donde, Nina; Hofstädter-Thalmann, Eva; Keijser, Sandra; Moy, Veronique; Murama, Jean-Jacques; Kellner, Thomas

    2017-01-01

    Lifelong learning through continuing professional development (CPD) and medical education is critical for healthcare professionals to stay abreast of knowledge and skills and provide an optimal standard of care to patients. In Europe, CPD and medical education are fragmented as there are numerous models, providers and national regulations and a lack of harmonisation of qualitative criteria. There is continued debate on the appropriate role of pharmaceutical companies in the context of medical education. Accrediting bodies such as European Accreditation Council for Continuing Medical Education do not permit active involvement of the pharmaceutical industry due to concerns around conflicts of interest and potential for bias. However, many examples of active collaboration between pharmaceutical companies and medical societies and scientific experts exist, demonstrating high integrity, clear roles and responsibilities, and fair and balanced content. Medical education experts from 16 pharmaceutical companies met to develop a set of quality principles similar to standards that have been established for clinical trials and in alignment with existing principles of accrediting bodies. This paper outlines their proposal for a framework to improve and harmonise medical education quality standards in Europe, and is also an invitation for all stakeholders to join a discussion on this integrative model.

  1. Why Teach Physical Education History?

    ERIC Educational Resources Information Center

    Patterson, Jan

    2004-01-01

    The physical education discipline has had a long development, incorporating concepts learned and appreciated from ancient and modern Olympics, exercise and training, physical activity and sport, and the history of physical education itself. Nevertheless, it continues to evolve as educators improve their instructional methods, medical experts…

  2. Continuing Education of Adults in Colonial America.

    ERIC Educational Resources Information Center

    Long, Huey B.

    Designed to consolidate information about adult educational activities in colonial America, the publication covers self-directed learning, public lectures, apprenticeships and evening schools, education of women and girls, and leisure education. Advertisements and announcements from colonial newspapers published from 1765-1776 constituted the…

  3. 25 CFR 46.10 - Eligible activities.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION ADULT EDUCATION PROGRAM General Provisions... Adult Education Program may be used to support local projects or programs designed to: (1) Enable Indian adults to acquire basic educational skills, including literacy; (2) Enable Indian adults to continue...

  4. 25 CFR 46.10 - Eligible activities.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION ADULT EDUCATION PROGRAM General Provisions... Adult Education Program may be used to support local projects or programs designed to: (1) Enable Indian adults to acquire basic educational skills, including literacy; (2) Enable Indian adults to continue...

  5. 25 CFR 46.10 - Eligible activities.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION ADULT EDUCATION PROGRAM General Provisions... Adult Education Program may be used to support local projects or programs designed to: (1) Enable Indian adults to acquire basic educational skills, including literacy; (2) Enable Indian adults to continue...

  6. 25 CFR 46.10 - Eligible activities.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION ADULT EDUCATION PROGRAM General Provisions... Adult Education Program may be used to support local projects or programs designed to: (1) Enable Indian adults to acquire basic educational skills, including literacy; (2) Enable Indian adults to continue...

  7. Educating nurses about research ethics and practices with a self-directed practice-based learning program.

    PubMed

    Cibulka, Nancy J

    2011-11-01

    Learner-driven and practice-based education programs are recommended for integration of learning. A continuing education program on research ethics was introduced to five nurses in an ambulatory care setting at a Magnet® hospital, using a commercially available web-based course followed by a research practicum. The seasoned nurses reported little previous education in this area. Working with a nurse researcher, three nurses participated in a research project for improving clinic care delivery. The success of the continuing education program was determined by knowledge acquisition, satisfaction with learning activities, and perceived confidence in research participation. This continuing education program was effective in providing for knowledge and skill development in research ethics. The integrative learning format was well received. Copyright 2011, SLACK Incorporated.

  8. 38 CFR 21.7112 - Programs of education combining two or more types of courses.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2014-07-01 2014-07-01 false Programs of education... DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI Bill-Active Duty) Programs of Education § 21.7112 Programs of...

  9. 38 CFR 21.7112 - Programs of education combining two or more types of courses.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2011-07-01 2011-07-01 false Programs of education... DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI Bill-Active Duty) Programs of Education § 21.7112 Programs of...

  10. 38 CFR 21.7112 - Programs of education combining two or more types of courses.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2012-07-01 2012-07-01 false Programs of education... DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI Bill-Active Duty) Programs of Education § 21.7112 Programs of...

  11. 38 CFR 21.7112 - Programs of education combining two or more types of courses.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Programs of education... DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI Bill-Active Duty) Programs of Education § 21.7112 Programs of...

  12. 38 CFR 21.7112 - Programs of education combining two or more types of courses.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2013-07-01 2013-07-01 false Programs of education... DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI Bill-Active Duty) Programs of Education § 21.7112 Programs of...

  13. 34 CFR 658.11 - What projects and activities may a grantee conduct under this program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ...) Establishing linkages overseas with institutions of higher education and organizations that contribute to the... under this program? 658.11 Section 658.11 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION UNDERGRADUATE INTERNATIONAL...

  14. 34 CFR 643.4 - What services does a project provide?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... institutions of higher education, students, or any combination of these persons. (7) Programs and activities as....4 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TALENT SEARCH General § 643.4 What services does a project...

  15. 34 CFR 658.11 - What projects and activities may a grantee conduct under this program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ...) Establishing linkages overseas with institutions of higher education and organizations that contribute to the... under this program? 658.11 Section 658.11 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION UNDERGRADUATE INTERNATIONAL...

  16. 34 CFR 461.40 - What are the State and local administrative costs requirements?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION STATE...'s award from the SEA must be expended for adult education instructional activities. (2) The... 34 Education 3 2014-07-01 2014-07-01 false What are the State and local administrative costs...

  17. 34 CFR 461.40 - What are the State and local administrative costs requirements?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION STATE...'s award from the SEA must be expended for adult education instructional activities. (2) The... 34 Education 3 2010-07-01 2010-07-01 false What are the State and local administrative costs...

  18. 34 CFR 461.40 - What are the State and local administrative costs requirements?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION STATE...'s award from the SEA must be expended for adult education instructional activities. (2) The... 34 Education 3 2011-07-01 2011-07-01 false What are the State and local administrative costs...

  19. 34 CFR 461.40 - What are the State and local administrative costs requirements?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION STATE...'s award from the SEA must be expended for adult education instructional activities. (2) The... 34 Education 3 2013-07-01 2013-07-01 false What are the State and local administrative costs...

  20. 34 CFR 461.40 - What are the State and local administrative costs requirements?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION STATE...'s award from the SEA must be expended for adult education instructional activities. (2) The... 34 Education 3 2012-07-01 2012-07-01 false What are the State and local administrative costs...

  1. Views of Turkish Teachers on Extracurricular Activities at Secondary Schools

    ERIC Educational Resources Information Center

    Kara, Ömer Tugrul

    2016-01-01

    Extracurricular activities are educational applications for students outside the school curriculum that require specific knowledge, skills, and behaviors as well as continuity of participation. Because student experiences inside the classroom are organized according to the educator's or institution's instructional goals, which themselves are…

  2. 28 CFR 54.405 - Housing.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Administration DEPARTMENT OF JUSTICE (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 54.405 Housing. (a) Generally. A recipient shall not, on the basis of sex, apply...

  3. 45 CFR 618.420 - Access to schools operated by LEAs.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... Section 618.420 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618...

  4. 45 CFR 618.445 - Marital or parental status.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ....445 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.445 Marital or parental...

  5. 45 CFR 618.445 - Marital or parental status.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ....445 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.445 Marital or parental...

  6. 45 CFR 618.435 - Employment assistance to students.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 618.435 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.435 Employment assistance...

  7. 45 CFR 618.420 - Access to schools operated by LEAs.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... Section 618.420 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618...

  8. 45 CFR 618.455 - Textbooks and curricular material.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 618.455 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.455 Textbooks and...

  9. 45 CFR 618.455 - Textbooks and curricular material.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 618.455 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.455 Textbooks and...

  10. 45 CFR 618.435 - Employment assistance to students.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 618.435 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.435 Employment assistance...

  11. 45 CFR 618.455 - Textbooks and curricular material.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 618.455 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.455 Textbooks and...

  12. 45 CFR 618.420 - Access to schools operated by LEAs.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... Section 618.420 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618...

  13. 45 CFR 618.445 - Marital or parental status.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ....445 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.445 Marital or parental...

  14. 45 CFR 618.435 - Employment assistance to students.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 618.435 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.435 Employment assistance...

  15. 45 CFR 618.455 - Textbooks and curricular material.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 618.455 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.455 Textbooks and...

  16. 45 CFR 618.435 - Employment assistance to students.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 618.435 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.435 Employment assistance...

  17. 45 CFR 618.445 - Marital or parental status.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ....445 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.445 Marital or parental...

  18. 45 CFR 618.420 - Access to schools operated by LEAs.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... Section 618.420 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618...

  19. 38 CFR 23.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities... males or for females; (b) Maintain or establish separate lines of progression, seniority lists, career...

  20. 38 CFR 23.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities... males or for females; (b) Maintain or establish separate lines of progression, seniority lists, career...

  1. 38 CFR 23.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities... males or for females; (b) Maintain or establish separate lines of progression, seniority lists, career...

  2. 38 CFR 23.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities... males or for females; (b) Maintain or establish separate lines of progression, seniority lists, career...

  3. 38 CFR 23.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or Activities... males or for females; (b) Maintain or establish separate lines of progression, seniority lists, career...

  4. Storytelling: a care technology in continuing education for active ageing.

    PubMed

    Costa, Nadia Pinheiro da; Polaro, Sandra Helena Isse; Vahl, Eloá Aparecida Caliari; Gonçalves, Lucia Hisako Takase

    2016-01-01

    assessing relevance and effectiveness of care/educational technology in the form of "storytelling" as a strategy in the cultivation of active ageing (AA) for elderly users of a Basic Health Unit (BHU), from the Amazon region. convergent care research (CCR) held in a BHU in Belém, state of Pará, with eight elderly ladies for testing this technology. An active ageing assessment questionnaire and WHOQOL-BREF - quality of life assessment were applied. After training with a view to continuing education, elderly ladies told stories for an audience that addressed the question: "What did you learn from it for your life?" tThe popular stories elicited reactions from which the following categories emerged: solidarity; respect for the other; imagination, dreams, hopes and culture of the Amazonian. This practice had a positive result, producing changes in the quality of life of the elderly, particularly in the psychological domain. "storytelling" proved to be an innovative technology, a relevant and effective resource in health education, especially for active ageing.

  5. Prediction of adolescents doing physical activity after completing secondary education.

    PubMed

    Moreno-Murcia, Juan Antonio; Huéscar, Elisa; Cervelló, Eduardo

    2012-03-01

    The purpose of this study, based on the self-determination theory (Ryan & Deci, 2000) was to test the prediction power of student's responsibility, psychological mediators, intrinsic motivation and the importance attached to physical education in the intention to continue to practice some form of physical activity and/or sport, and the possible relationships that exist between these variables. We used a sample of 482 adolescent students in physical education classes, with a mean age of 14.3 years, which were measured for responsibility, psychological mediators, sports motivation, the importance of physical education and intention to be physically active. We completed an analysis of structural equations modelling. The results showed that the responsibility positively predicted psychological mediators, and this predicted intrinsic motivation, which positively predicted the importance students attach to physical education, and this, finally, positively predicted the intention of the student to continue doing sport. Results are discussed in relation to the promotion of student's responsibility towards a greater commitment to the practice of physical exercise.

  6. Use of process evaluation to guide health education in Forsyth County's project to prevent cervical cancer.

    PubMed

    Dignan, M B; Michielutte, R; Sharp, P C; Young, L D; Daniels, L A

    1991-01-01

    The Forsyth County, NC, Cervical Cancer Prevention Project is a 5-year public health education program designed to increase the proportion of black women in the county who are appropriately screened for cervical cancer. In this paper, the authors report on process evaluation--the procedures used to monitor the intervention and to insure that the target population was reached with a high quality, community-based health education program. A system that encompasses documentation of program activities, interviews with women in waiting rooms of primary care providers, semiannual interviews with a panel of approximately 100 women from the target population, and telephone followup with participants in direct education workshops was designed and implemented. Through October 1990, more than 2,100 interviews had been conducted. Data from these activities have facilitated continued development and refinement of educational materials, provided guidance for developing new strategies for reaching the target population, and provided continuous feedback to program managers to allow monitoring the impact of all program activities.

  7. Top 10 Higher Education State Policy Issues for 2010. Policy Matters: A Higher Education Policy Brief

    ERIC Educational Resources Information Center

    American Association of State Colleges and Universities, 2010

    2010-01-01

    What higher education state policy issues will be at the forefront of discussion and legislative activity throughout the United States in 2010? Provided herein is the consensus of the American Association of State Colleges and Universities (AASCU) state relations and policy analysis staff, informed by continual scanning of state policy activities,…

  8. Towards the Construction of Life-Long Education System.

    ERIC Educational Resources Information Center

    Moro-Oka, Kazufusa

    Since the ideal of lifelong education is closely related to the reorganization of the entire educational system, it is necessary to recognize the distinction between education and its administration. Democratization, continuity, flexibility and freedom are principles related to planning and administration; active participation, initiative and…

  9. Past challenges faced: an overview of current educational activities of IUTOX.

    PubMed

    Dybing, Erik; MacGregor, Judith; Malmfors, Torbjörn; Chipman, J Kevin; Wright, Paul

    2005-09-01

    Over the past decade, educational programmes have been the main focus of the activities of the International Union of Toxicology (IUTOX). The IUTOX educational programmes are dynamic and have been growing in scope and frequency each year. It is envisaged that this growth will continue with guidance from our member societies and the continuing support of our sponsors. Presently, IUTOX is engaged in the following educational programmes: (1) International congresses that provide the opportunity for direct communication of current toxicological information. Fellowships are sponsored to facilitate attendance at these congresses for toxicologists in need. (2) Workshops that permit interaction on a more localised level of topics of more regional interest. Workshops have served to help stimulate formation of toxicology societies by bringing together sufficient scientists to facilitate these discussions. (3) Continuing educational (CE) programmes at member society meetings. Topics are prioritized based on input received from the local societies. Programmes often are those from CE courses given at meetings, such as conferences of the US Society of Toxicology (US SOT) and EUROTOX from the previous year. (4) Biennial Risk Assessment Summer School (RASS), an intensive week-long interaction between senior toxicologists who serve as faculty with attendees providing individual training. (5) Dissemination of donated printed toxicological books from publishers and syllabi from continuing education courses to regional locations. (6) Web-based interactive training programmes in regions where formal toxicological educational programmes are limited or lacking. (7) Preparation and distribution of monographs on selected topics of very current interest. Monographs on environmental oestrogens and genetically-modified foods have been published. The recent activities in each of these programmes are reviewed in this paper.

  10. Disc Activities in Physical Education: A Comprehensive Approach

    ERIC Educational Resources Information Center

    Cramer, Stanley J.

    2017-01-01

    Nearly everyone who throws a disc associates the activity with fun. Over the years, multiple disc games and activities have been invented, combining fun and learning. These are games that many individuals are likely to continue playing long after they have left school and are worthy of being included in a contemporary physical education program.…

  11. Fostering outcomes through education: a systems approach to collaboration and creativity.

    PubMed

    Smith, Elaine L

    2014-04-01

    Across the country, integrated health care systems continue to emerge and expand. Large multifacility organizations can present both challenges and opportunities for nursing professional development and continuing education activities. This article will explore how one large multifacility system is addressing the varied learning needs of nursing staff across the enterprise. Copyright 2014, SLACK Incorporated.

  12. Council of Medical Specialty Societies: Committed to Continuing Medical Education Reform

    ERIC Educational Resources Information Center

    McDonald, Walter J.

    2005-01-01

    The Council of Medical Specialty Societies (CMSS) recognizes the need for continuing medical education (CME) reform and intends to be actively engaged in that process. While recognizing that CME reform must involve many organizations, the CMSS and particularly the 23 societies that make up the CMSS are in a position to affect many of the needed…

  13. Advancing Public Health through Continuing Education of Health Care Professionals

    ERIC Educational Resources Information Center

    Hudmon, Karen Suchanek; Addleton, Robert L.; Vitale, Frank M.; Christiansen, Bruce A.; Mejicano, George C.

    2011-01-01

    This article describes how the CS2day (Cease Smoking Today) initiative positioned continuing education (CE) in the intersection between medicine and public health. The authors suggest that most CE activities address the medical challenges that clinicians confront, often to the neglect of the public health issues that are key risk factors for the…

  14. 28 CFR 54.450 - Athletics.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Administration DEPARTMENT OF JUSTICE (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 54.450 Athletics. (a) General. No person shall, on the basis of sex, be excluded from...

  15. Educating Nurses in the United States about Pressure Injuries.

    PubMed

    Ayello, Elizabeth A; Zulkowski, Karen; Capezuti, Elizabeth; Jicman, Wendy Harris; Sibbald, R Gary

    2017-02-01

    To provide information about the current state of educating nurses about wound care and pressure injuries with recommendations for the future. This continuing education activity is intended for physicians, physician assistants, nurse practitioners, and nurses with an interest in skin and wound care. After participating in this educational activity, the participant should be better able to:1. Discuss the importance of pressure injury education and wound care for nurses and identify the current state of nursing education on the subject. 2. Identify strategies that can be used to put improved wound care and pressure injury education into practice. Wound care nursing requires knowledge and skill to operationalize clinical guidelines. Recent surveys and studies have revealed gaps in nurses' knowledge of wound care and pressure injuries and their desire for more education, both in their undergraduate programs and throughout their careers. Data from baccalaureate programs in the United States can pinpoint areas for improvement in nursing curriculum content. Lifelong learning about wound care and pressure injuries starts with undergraduate nursing education but continues through the novice-to-expert Benner categories that are facilitated by continuing professional development. This article introduces a pressure injury competency skills checklist and educational strategies based on Adult Learning principles to support knowledge acquisition (in school) and translation (into clinical settings). The responsibility for lifelong learning is part of every nurse's professional practice.

  16. 75 FR 36373 - Federal Advisory Committee; Advisory Council on Dependents' Education

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-25

    ... Dependents' Education AGENCY: Department of Defense Education Activity (DoDEA). ACTION: Open meeting notice..., the Department of Defense announces that the Advisory Council on Dependents' Education will meet on... meeting agenda will be the current operational qualities of schools, the continuous improvement processes...

  17. 34 CFR 461.46 - What requirements for program reviews and evaluations must be met by a State?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 332(f)(7) of the Act. Note to § 461.46: In addition to the Adult Education State-administered Basic... Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION... reviews and evaluations of all State-administered adult education programs, services, and activities it...

  18. 34 CFR 461.46 - What requirements for program reviews and evaluations must be met by a State?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 332(f)(7) of the Act. Note to § 461.46: In addition to the Adult Education State-administered Basic... Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION... reviews and evaluations of all State-administered adult education programs, services, and activities it...

  19. 34 CFR 461.46 - What requirements for program reviews and evaluations must be met by a State?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 332(f)(7) of the Act. Note to § 461.46: In addition to the Adult Education State-administered Basic... Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION... reviews and evaluations of all State-administered adult education programs, services, and activities it...

  20. 34 CFR 461.46 - What requirements for program reviews and evaluations must be met by a State?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 332(f)(7) of the Act. Note to § 461.46: In addition to the Adult Education State-administered Basic... Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION... reviews and evaluations of all State-administered adult education programs, services, and activities it...

  1. Federal Legislation and Education in New York State.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany.

    As education reform continues among the states, the scope of federal support for education is becoming clearer. The Regents of the New York State Education Department believe that the federal government has a historically defined educational role that should be maintained and coordinated with state and local activities. The brochure outlines the…

  2. 34 CFR 403.102 - What other requirements apply to the Program for Criminal Offenders?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the Secretary Assist Under the Basic... 34 Education 3 2011-07-01 2011-07-01 false What other requirements apply to the Program for...

  3. 34 CFR 403.102 - What other requirements apply to the Program for Criminal Offenders?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the Secretary Assist Under the Basic... 34 Education 3 2014-07-01 2014-07-01 false What other requirements apply to the Program for...

  4. 34 CFR 403.102 - What other requirements apply to the Program for Criminal Offenders?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the Secretary Assist Under the Basic... 34 Education 3 2013-07-01 2013-07-01 false What other requirements apply to the Program for...

  5. 34 CFR 403.102 - What other requirements apply to the Program for Criminal Offenders?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the Secretary Assist Under the Basic... 34 Education 3 2012-07-01 2012-07-01 false What other requirements apply to the Program for...

  6. Nurses' attitudes toward continuing formal education: a comparison by level of education and geography.

    PubMed

    Altmann, Tanya K

    2012-01-01

    The education of nurses has an influence on patient safety and outcomes, the nursing shortage, the faculty shortage, and nurses' attitudes and actions. This article reports on a dissertation study designed to examine the attitudes of nurses, initially registered with an associate degree or diploma in nursing, toward continuing formal education. Actively licensed registered nurses in the eastern and western United States (n=535) participated. The main finding of this study was that, although nurses held positive attitudes overall, attitudes ranked barely above neutral. The findings suggest that work needs to be done to improve nurses' attitudes toward continuing formal education and research needs to be undertaken to understand what would entice nurses back to school. Implications for nursing practice and education are discussed along with suggestions for future research.

  7. Continuing Challenges and Potential for Collaborative Approaches to Education Reform

    ERIC Educational Resources Information Center

    Bodilly, Susan J.; Karam, Rita; Orr, Nate

    2011-01-01

    The Ford Foundation began the Collaborating for Education Reform Initiative (CERI) in 1997-1998 by issuing grants and providing grantees with funds, guidance, and technical assistance to develop collaboratives and carry out activities to improve teaching and learning. CERI's collaborative activities were directed at three possible community…

  8. Student Attitudes towards Enterprise Education in Poland: A Positive Impact

    ERIC Educational Resources Information Center

    Jones, Paul; Jones, Amanda; Packham, Gary; Miller, Christopher

    2008-01-01

    Purpose: This paper aims to appraise the delivery of an enterprise education course to a cohort of Polish students evaluating its impact in encouraging entrepreneurial activity. The Polish economy continues its expansion with adoption of free market economies post communism. To encourage this growth, entrepreneurial activity must be encouraged…

  9. Pilates and Physical Education: A Natural Fit

    ERIC Educational Resources Information Center

    Kloubec, June; Banks, Aaron L.

    2004-01-01

    In a time period characterized by the continual decline of fitness and physical activity among American youths, Pilates can provide physical educators a unique activity that will improve fitness and stimulate the cognitive domain of today's students. Because the Pilates method of exercise encourages the development of strong and flexible muscles…

  10. 78 FR 38957 - Agency Information Collection Activities; Comment Request; Race to the Top-Early Learning...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-06-28

    ... Department of Defense and Full- Year Continuing Appropriations Act, 2011, and the Department of Education... DEPARTMENT OF EDUCATION [Docket No. ED-2013-ICCD-0085] Agency Information Collection Activities; Comment Request; Race to the Top--Early Learning Challenge Annual Performance Report AGENCY: Office of...

  11. Windows to the Universe: Earth Science Enterprise Education Program

    NASA Technical Reports Server (NTRS)

    2004-01-01

    Over the past year, Windows to the Universe has continued a multifaceted program of support to the Earth Science Enterprise Education program. Areas of activity include continued maintenance of the W2U website and user traffic analysis, development of new and revised content and activities on the website, implementation of new tools to facilitate website development and maintenance, response to users questions and comments, professional development for educators through workshops at the National Science Teachers Association meetings and at NCAR, and dissemination of information about the project through materials distribution at NSTAs, AGUs, AMS and other venues. This report provides some background on the project and summarizes progress for the third and final year of the project.

  12. A continuous glucose monitoring and problem-solving intervention to change physical activity behavior in women with type 2 diabetes: a pilot study.

    PubMed

    Allen, Nancy; Whittemore, Robin; Melkus, Gail

    2011-11-01

    Diabetes technology has the potential to provide useful data for theory-based behavioral counseling. The aims of this study are to evaluate the feasibility, acceptability, and preliminary efficacy of a continuous glucose monitoring and problem-solving counseling intervention to change physical activity (PA) behavior in women with type 2 diabetes. Women (n=29) with type 2 diabetes were randomly assigned to one of two treatment conditions: continuous glucose counseling and problem-solving skills or continuous glucose monitoring counseling and general diabetes education. Feasibility data were obtained on intervention dose, implementation, and satisfaction. Preliminary efficacy data were collected at baseline and 12 weeks on the following measures: PA amount and intensity, diet, problem-solving skills, self-efficacy for PA, depression, hemogoloin A1c, weight, and blood pressure. Demographic and implementation variables were described using frequency distributions and summary statistics. Satisfaction data were analyzed using Wilcoxon rank. Differences between groups were analyzed using linear mixed-modeling. Women were mostly white/non-Latina with a mean age of 53 years, a 6.5-year history of diabetes, and suboptimal glycemic control. Continuous glucose monitoring plus problem-solving group participants had significantly greater problem-solving skills and had greater, although not statistically significant, dietary adherence, moderate activity minutes, weight loss, and higher intervention satisfaction pre- to post-intervention than did participants in the continuous glucose monitoring plus education group. A continuous glucose monitoring plus problem-solving intervention was feasible and acceptable, and participants had greater problem-solving skills than continuous glucose monitoring plus education group participants.

  13. 28 CFR 54.205 - Educational institutions and other entities controlled by religious organizations.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Educational institutions and other... JUSTICE (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Coverage § 54.205 Educational institutions and other entities controlled by...

  14. Creative Retirement: Survey of Older Adults' Educational Interests and Motivations

    ERIC Educational Resources Information Center

    Sloane-Seale, Atlanta; Kops, Bill

    2004-01-01

    The University of Manitoba's Continuing Education Division (CED) and Creative Retirement Manitoba (CRM) formed a partnership to promote applied research on lifelong learning and older adults, to develop new and to complement existing educational activities, and to explore new program models and instructional methods to meet the educational needs…

  15. PDE Occupational Competency Assessment Project--1979. Final Report. Occupational Competency Evaluation Monograph, Number 10. Vocational Technical Education Research Report, Volume 17, Number 23.

    ERIC Educational Resources Information Center

    Funk, Gerald W.

    A project continued activity to improve the occupational competency assessment program for evaluating and certifying vocational education teachers. Development of new testing was continued by Temple University, The Pennsylvania State University, and University of Pittsburgh. Workshops for test developers were conducted to ensure standardization of…

  16. The Role of Colleges and Universities in Continuing Education of Practicing Physicians in Communities Geographically Isolated from a Medical Teaching Center.

    ERIC Educational Resources Information Center

    Gannon Coll., Erie, PA.

    This document contains a pilot planning program in continuing physician education conducted in the Erie, Pennsylvania metropolitan area through the cooperative activities of the Erie community of physicians and Gannon College. The research and analysis conducted in the planning program included the following components: (1) Analysis of all the…

  17. An evaluation of Appalachian Trail hikers' knowledge of minimum impact skills and practices

    Treesearch

    Peter Newman; Robert Manning; Jim Bacon; Alan Graefe; Gerard Kyle

    2002-01-01

    As the number of visitors to national parks and related areas continues to rise and the types of visitors and activities continue to diversify, educating visitors in minimum skills can help to protect parks and related areas. Educating visitors in these skills can be a challenge, especially on the Appalachian Trail (AT) that travels through state, federal, municipal...

  18. Motivations and Perceived Benefits of Older Learners in a Public Continuing Education Program: Influence of Gender, Income, and Health

    ERIC Educational Resources Information Center

    Narushima, Miya; Liu, Jian; Diestelkamp, Naomi

    2013-01-01

    The demographic shift towards an older population combined with the increasing demand for self-reliance and community-based care for the elderly calls for a thorough examination of continuing education programs in local communities as a viable means of promoting successful and active aging. This study examined patterns of older adults' motivations…

  19. Midwives' motivation for continuing education.

    PubMed

    Laszlo, H; Strettle, R J

    1996-10-01

    This study examined midwives' motivations for continuing their education by conducting a survey amongst a sample population of midwives, employed in 4 Health Authorities in the North West of England. The survey was carried out using a questionnaire which asked midwives to indicate the 'importance' of a series of requirements of continuing education. Of 120 midwives who received the questionnaire, 83 (69%) replied. Motivational factors included: learning for professional and personal development; fulfilling legal or statutory practice requirement, or as a social activity. The results showed that motivation for continuing education was strongest in relation to professional competence and an innate desire for knowledge. Where personal development was achieved, the emphasis was to promote professional advancement rather than social interaction. Less emphasis was placed on fulfilling the legal requirements for practice. The strongest motivators were learning orientated, which suggests that the subjects were self-directed to fulfil their needs, based on a desire to learn, this being less dependent on external motivators, which may be activated by statutory or employer requirements. Social interaction was seen as the least important aspect, although subjects found it beneficial to meet colleagues from other areas and felt that they learnt from exchanging views about various clinical practices.

  20. Framework for industry engagement and quality principles for industry-provided medical education in Europe

    PubMed Central

    Allen, Tamara; Donde, Nina; Hofstädter-Thalmann, Eva; Keijser, Sandra; Moy, Veronique; Murama, Jean-Jacques; Kellner, Thomas

    2017-01-01

    ABSTRACT Lifelong learning through continuing professional development (CPD) and medical education is critical for healthcare professionals to stay abreast of knowledge and skills and provide an optimal standard of care to patients. In Europe, CPD and medical education are fragmented as there are numerous models, providers and national regulations and a lack of harmonisation of qualitative criteria. There is continued debate on the appropriate role of pharmaceutical companies in the context of medical education. Accrediting bodies such as European Accreditation Council for Continuing Medical Education do not permit active involvement of the pharmaceutical industry due to concerns around conflicts of interest and potential for bias. However, many examples of active collaboration between pharmaceutical companies and medical societies and scientific experts exist, demonstrating high integrity, clear roles and responsibilities, and fair and balanced content. Medical education experts from 16 pharmaceutical companies met to develop a set of quality principles similar to standards that have been established for clinical trials and in alignment with existing principles of accrediting bodies. This paper outlines their proposal for a framework to improve and harmonise medical education quality standards in Europe, and is also an invitation for all stakeholders to join a discussion on this integrative model. PMID:29644135

  1. 28 CFR 54.400 - Education programs or activities.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Section 54.400 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED) NONDISCRIMINATION ON THE BASIS OF..., privilege, advantage, or opportunity. (c) Assistance administered by a recipient educational institution to study at a foreign institution. A recipient educational institution may administer or assist in the...

  2. 75 FR 55779 - Notice of Submission for OMB Review

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-09-14

    ... childhood care and education, children's readiness for school, parent perceptions of school safety and discipline, before- and after-school activities of school-age children, participation in adult and continuing education, parent involvement in education, school choice, homeschooling, and civic involvement. NHES...

  3. 75 FR 39215 - Notice of Proposed Information Collection Requests

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-07-08

    ... from households on early childhood care and education, children's readiness for school, parent perceptions of school safety and discipline, before- and after-school activities of school-age children, participation in adult and continuing education, parent involvement in education, school choice, homeschooling...

  4. 76 FR 59665 - Notice of Submission for OMB Review

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-09-27

    ... directly from households on early childhood care and education, children's readiness for school, parent perceptions of school safety and discipline, before- and after-school activities of school-age children, participation in adult and continuing education, parent involvement in education, school choice, homeschooling...

  5. Using Sport Education to Teach the Lifetime Sport of Golf

    ERIC Educational Resources Information Center

    Scarboro, Shot; Pritchard, Tony

    2015-01-01

    Golf is a lifetime sport activity that can be taught in physical education classes. How one teaches golf in physical education could influence whether students will want to continue to participate outside of physical education. The sport education model (SEM) is an instructional model that promotes student learning in all three domains by ensuring…

  6. 34 CFR 304.31 - Requirements for obtaining an exception or deferral to performance or repayment under an agreement.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION SERVICE OBLIGATIONS UNDER SPECIAL EDUCATION-PERSONNEL DEVELOPMENT TO IMPROVE SERVICES AND RESULTS... institution of higher education; (2) Is serving on active duty as a member of the armed services of the United...

  7. 34 CFR 304.31 - Requirements for obtaining an exception or deferral to performance or repayment under an agreement.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION SERVICE OBLIGATIONS UNDER SPECIAL EDUCATION-PERSONNEL DEVELOPMENT TO IMPROVE SERVICES AND RESULTS... institution of higher education; (2) Is serving on active duty as a member of the armed services of the United...

  8. Contributions to the UN Decade of Education for Sustainable Development. Environmental Education, Communication and Sustainability. Volume 33

    ERIC Educational Resources Information Center

    Goncalves, Fernando J., Ed.; Pereira, Ruth, Ed.; Leal Filho, Walter, Ed.; Miranda Azeiteiro, Ulisses, Ed.

    2012-01-01

    This book presents essential learning approaches. It introduces educational and training activities, as well as various innovative methods aiming at the development of practical skills, in order to strengthen the continuous process of environmental education, and in particular the education for sustainable development (ESD). In doing so, it…

  9. 34 CFR 403.113 - How does a State allocate funds under the Secondary School Vocational Education Program to area...

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the Secretary Assist Under the Basic Programs? Secondary, Postsecondary, and Adult Vocational Education Programs § 403.113 How does a State allocate funds...

  10. 34 CFR 403.113 - How does a State allocate funds under the Secondary School Vocational Education Program to area...

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the Secretary Assist Under the Basic Programs? Secondary, Postsecondary, and Adult Vocational Education Programs § 403.113 How does a State allocate funds...

  11. 34 CFR 403.113 - How does a State allocate funds under the Secondary School Vocational Education Program to area...

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the Secretary Assist Under the Basic Programs? Secondary, Postsecondary, and Adult Vocational Education Programs § 403.113 How does a State allocate funds...

  12. 34 CFR 403.113 - How does a State allocate funds under the Secondary School Vocational Education Program to area...

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the Secretary Assist Under the Basic Programs? Secondary, Postsecondary, and Adult Vocational Education Programs § 403.113 How does a State allocate funds...

  13. Dimensions of integration, continuity and longitudinality in clinical clerkships.

    PubMed

    Ellaway, Rachel H; Graves, Lisa; Cummings, Beth-Ann

    2016-09-01

    Over the past few decades, longitudinal integrated clerkships (LICs) have been proposed to address many perceived short-coming of traditional block clerkships. This growing interest in LICs has raised broader questions regarding the role of integration, continuity and longitudinality in medical education. A study with complementary theoretical and empirical dimensions was conducted to derive a more precise way of defining these three underlying concepts within the design of medical education curricula. The theoretical dimension involved a thematic review of the literature on integration, continuity and longitudinality in medical education. The empirical dimension surveyed all 17 Canadian medical schools on how they have operationalised integration, continuity and longitudinality in their undergraduate programmes. The two dimensions were iteratively synthesised to explore the meaning and expression of integration, continuity and longitudinality in medical education curriculum design. Integration, continuity and longitudinality were expressed in many ways and forms, including: integration of clinical disciplines, combined horizontal integration and vertical integration, and programme-level integration. Types of continuity included: continuity of patients, continuity of teaching, continuity of location and peer continuity. Longitudinality focused on connected or repeating episodes of training or on connecting activities, such as encounter logging across educational episodes. Twelve of the 17 schools were running an LIC of some kind, although only one school had a mandatory LIC experience. An ordinal scale of uses of integration, continuity and longitudinality during clerkships was developed, and new definitions of these concepts in the clerkship context were generated. Different clerkship designs embodied different forms and levels of integration, continuity and longitudinality. A dichotomous view of LICs and rotation-based clerkships was found not to represent current practices in Canada, which instead tended to fall along a continuum of integration, continuity and longitudinality. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  14. Breast cancer health promotion in Qatar: a survey of community pharmacists' interests and needs.

    PubMed

    El Hajj, Maguy Saffouh; Hamid, Yousra

    2013-06-01

    Breast cancer is the most common cancer in women in Qatar. Despite the sustained efforts to increase breast cancer public awareness via campaigns and public screening programmes, breast cancer screening rate remains low. The involvement of community pharmacists in the communication and distribution of breast cancer screening information should have a significant positive impact. The objectives of this study were to determine the degree of community pharmacists' involvement in breast cancer health promotion activities in Qatar, to explore their attitudes towards the involvement in breast cancer health promotion, to assess their breast cancer knowledge, to gauge their interest in receiving breast cancer continuous education and to list their perceived barriers for including breast cancer health promotion activities into their daily practice. Community pharmacies in Qatar. The study objectives were addressed in a cross-sectional survey of all community pharmacists in Qatar. The extent of community pharmacists' involvement in breast cancer health promotion activities, the community pharmacists' interest and comfort in providing breast cancer health promotion, their breast cancer knowledge, their interest in receiving breast cancer continuous education, their attitudes and beliefs towards breast cancer health promotion and their perceived barriers for integrating breast cancer heath promotion activities into their daily practice. Over a 12-week period, we collected 195 surveys (60% response rate). Eighty-eight percent indicated that they never invited healthcare professionals to provide breast cancer education in the pharmacy, 78% said that they never distributed breast cancer educational materials, and 58% reported that they never counseled patients about breast cancer. Nevertheless, more than 60% were highly interested in being engaged in breast cancer health promotion activities. In addition, 87% believed that discussing breast cancer awareness with female patients in the pharmacy was beneficial to patients. Yet pharmacists perceived many barriers for integrating breast cancer health promotion into their daily practice including lack of educational materials (79%) and lack of public recognition (61%). Moreover, their breast cancer knowledge mean score was 63% with 77% expressing a high interest in receiving breast cancer continuous education. Despite their low involvement in breast cancer health promotion, the majority of pharmacists were interested in educating patients about breast cancer. However, low breast cancer knowledge and other barriers can prevent actualizing this role. Further work should focus on providing these pharmacists with breast cancer continuous education and overcoming all stated barriers.

  15. Making Sense of Total VET Activity: An Initial Market Analysis

    ERIC Educational Resources Information Center

    National Centre for Vocational Education Research (NCVER), 2016

    2016-01-01

    Following the successful first national publication of total vocational education and training (VET) activity and presentation of various informative data products, NCVER has continued to undertake further analysis of the submitted data. This paper is the first in a suite of the National Centre for Vocational Education Research (NCVER) authored…

  16. Continuing Education Strategies for Attention Deficit Disorders: Final Report.

    ERIC Educational Resources Information Center

    Ramirez, Bruce

    This final report describes the activities and accomplishments of a 3-year project to enhance the knowledge and skills of special and general educators as well as parents of children having attention deficit disorder through the development of training materials and workshops. Over 15 professional development activities on the topic of attention…

  17. Bridging the Gap between Academic and Industrial/Commercial Intelligence. The Case of Denmark: A Personal View.

    ERIC Educational Resources Information Center

    Poulsen, Sten C.

    1989-01-01

    The author provides historical background for important Danish educational research, heavily influenced by Marxist thought, from 1968 through 1982. The breakdown of the research activity is explained. The author concludes by arguing that Denmark needs adult development and education centers to continue the research activity. (CH)

  18. Teaching As Moral Activity: How Public Policy Influences Urban Educational Practice.

    ERIC Educational Resources Information Center

    Ridenour, Carolyn S.; Lasley, Thomas J., II

    2002-01-01

    Asserts that market strategies and competition as pathways to higher urban student achievement threaten the moral purposes of education, and if policymakers continue this emphasis, schooling as fundamental to the common good and democracy may suffer. The paper discusses teaching as a moral imperative and a professional activity; public policy…

  19. New Markets for Meeting Old Needs: U.S. Distance Education and Developing Countries.

    ERIC Educational Resources Information Center

    Carty, Winthrop

    This paper analyzes the broad context and covers practical applications for delivering distance education in countries of the developing world. It begins by examining market trends in global higher education and continues by reviewing existing distance education activity in developing countries. This is followed by a discussion of the…

  20. 34 CFR 1200.102 - Application.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Application. 1200.102 Section 1200.102 Education Regulations of the Offices of the Department of Education (Continued) NATIONAL COUNCIL ON DISABILITY ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE NATIONAL...

  1. 34 CFR 1200.101 - Purpose.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Purpose. 1200.101 Section 1200.101 Education Regulations of the Offices of the Department of Education (Continued) NATIONAL COUNCIL ON DISABILITY ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE NATIONAL...

  2. 34 CFR 1200.111 - Notice.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Notice. 1200.111 Section 1200.111 Education Regulations of the Offices of the Department of Education (Continued) NATIONAL COUNCIL ON DISABILITY ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE NATIONAL...

  3. [Internet-based continuing medical education: as effective as live continuing medical education].

    PubMed

    Maisonneuve, Hervé; Chabot, Olivier

    2009-10-01

    E-learning consists in using new multimedia and Internet technologies to improve the quality of learning activities by facilitating access to resources and services, as well as exchanges and remote collaboration. The Internet is used for adult education in most professional domains, but its use for continuing medical education is less developed. Advantages are observed for teachers (e.g., permanent updating, interactive links, illustrations, archiving, and collective intelligence) and for the learners (e.g., accessibility, autonomy, flexibility, and adaptable pace). Research and meta-analyses have shown that e-CME is as effective as live events for immediate and retained learning. English-language educational medical websites that grant CME credits are numerous; few such French-language sites can currently grant credits. Accreditation of websites for CME, in its infancy in Europe, is common in North America.

  4. Paramedic Learning Style Preferences and Continuing Medical Education Activities: A Cross-Sectional Survey Study.

    PubMed

    Staple, Louis; Carter, Alix; Jensen, Jan L; Walker, Mark

    2018-01-01

    Paramedics participate in continuing medical education (CME) to maintain their skills and knowledge. An understanding of learning styles is important for education to be effective. This study examined the preferred learning styles of ground ambulance paramedics and describes how their preferred learning styles relate to the elective CME activities these paramedics attend. All paramedics (n=1,036) employed in a provincial ground ambulance service were invited to participate in a survey containing three parts: demographics, learning style assessed by the Kolb Learning Style Inventory (LSI), and elective CME activity. 260 paramedics (25%) participated in the survey. Preferred learning styles were: assimilator, 28%; diverger, 25%; converger, 24%; and accommodator, 23%. Advanced life support (ALS) providers had a higher proportion of assimilators (36%), and basic life support (BLS) providers had a higher proportion of divergers (30%). The learning style categories of CME activities attended by paramedics were: assimilators, 25%; divergers, 26%; convergers, 25%; and accommodators, 24%. These results suggest that paramedics are a diverse group of learners, and learning style differs within their demographics. Paramedics attend CME activities that complement all learning styles. Organizations providing education opportunities to paramedics should consider paramedics a diverse learning group when designing their CME programs.

  5. General practitioners' continuing education: a review of policies, strategies and effectiveness, and their implications for the future.

    PubMed

    Smith, F; Singleton, A; Hilton, S

    1998-10-01

    The accreditation and provision of continuing education for general practitioners (GPs) is set to change with new proposals from the General Medical Council, the Government, and the Chief Medical Officer. To review the theories, policies, strategies, and effectiveness in GP continuing education in the past 10 years. A systematic review of the literature by computerized and manual searches of relevant journals and books. Educational theory suggests that continuing education (CE) should be work-based and use the learner's experiences. Audit can play an important role in determining performance and needs assessment, but at present is largely a separate activity. Educational and professional support, such as through mentors or co-tutors, has been successfully piloted but awaits larger scale evaluation. Most accredited educational events are still the postgraduate centre lecture, and GP Tutors have a variable role in CE management and provision. Controlled trials of CE strategies suggest effectiveness is enhanced by personal feedback and work prompts. Qualitative studies have demonstrated that education plays only a small part in influencing doctors' behavior. Maintaining good clinical practice is on many stakeholders' agendas. A variety of methods may be effective in CE, and larger scale trials or evaluations are needed.

  6. [Perceptions about continuous training of Chilean health care teachers].

    PubMed

    Pérez V, Cristhian; Fasce H, Eduardo; Coloma N, Katherine; Vaccarezza G, Giulietta; Ortega B, Javiera

    2013-06-01

    Continuous training of teachers, in discipline and pedagogical topics, is a key step to improve the quality of educational processes. To report the perception of Chilean teachers of undergraduate health care programs, about continuous training activities. Twenty teachers working at different undergraduate health care programs in Chile were interviewed. Maximum variation and theoretical sampling methods were used to select the sample. Data was analyzed by open coding, according to the Grounded Theory guidelines. Nine categories emerged from data analysis: Access to continuous training, meaning of training in discipline, activities of continuous training in discipline, meaning of continuous training in pedagogy, kinds of continuous training in pedagogy, quality of continuous training in pedagogy, ideal of continuous training in pedagogy, outcomes of continuous training in pedagogy and needs for continuous training in pedagogy. Teachers of health care programs prefer to participate in contextualized training activities. Also, they emphasize their need of training in evaluation and teaching strategies.

  7. 34 CFR 1200.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Self-evaluation. 1200.110 Section 1200.110 Education Regulations of the Offices of the Department of Education (Continued) NATIONAL COUNCIL ON DISABILITY ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE NATIONAL...

  8. 34 CFR 1200.130 - General prohibitions against discrimination.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false General prohibitions against discrimination. 1200.130 Section 1200.130 Education Regulations of the Offices of the Department of Education (Continued) NATIONAL COUNCIL ON DISABILITY ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES...

  9. Drama as a Tool in Education.

    ERIC Educational Resources Information Center

    Hardy, Sister Marie Paula

    Psychological, aesthetic, and pedagogical justifications for using drama in education are discussed. An examination of Dorothy Heathcote's method and a practical discussion of moves in beginning and continuing dramatic activity are discussed. Mrs. Heathcote is a Drama Staff Tutor, Institute of Education, University of Newcastle-Upon-Tyne. The…

  10. Continuing midwifery education beyond graduation: Student midwives' awareness of continuous professional development.

    PubMed

    Embo, M; Valcke, M

    2017-05-01

    Midwifery education plays an important role in educating graduates about engaging in continuous professional development (CPD) but there is a lack of empirical research analysing student midwives' awareness of CPD beyond graduation. We aimed to explore student midwives' awareness of the need to become lifelong learners and to map their knowledge of CPD activities available after graduation. Therefore, forty-seven reflective documents, written in the last week of student midwives' training programme, were analysed in a thematic way. Content analysis confirmed student midwives' awareness of the importance of CPD before graduation. They mentioned different reasons for future involvement in CPD and described both, formal and informal CPD-activities. Respondents were especially aware of the importance of knowledge, to a lesser degree of skills-training and still less of the potential value of the Internet for individual and collective learning. Respondents perceived a need for a mandatory preceptorship. Supporting learning guides were highly valued and the importance of reflection on CPD was well-established. This could have resulted from an integrated reflective learning strategy during education. Undergraduate midwives are aware of the importance of CPD and the interplay of formal and informal learning activities. Virtual learning requires special attention to overcome CPD challenges. Copyright © 2015 Elsevier Ltd. All rights reserved.

  11. An Interprofessional Approach to Continuing Education With Mass Casualty Simulation: Planning and Execution.

    PubMed

    Saber, Deborah A; Strout, Kelley; Caruso, Lisa Swanson; Ingwell-Spolan, Charlene; Koplovsky, Aiden

    2017-10-01

    Many natural and man-made disasters require the assistance from teams of health care professionals. Knowing that continuing education about disaster simulation training is essential to nursing students, nurses, and emergency first responders (e.g., emergency medical technicians, firefighters, police officers), a university in the northeastern United States planned and implemented an interprofessional mass casualty incident (MCI) disaster simulation using the Project Management Body of Knowledge (PMBOK) management framework. The school of nursing and University Volunteer Ambulance Corps (UVAC) worked together to simulate a bus crash with disaster victim actors to provide continued education for community first responders and train nursing students on the MCI process. This article explains the simulation activity, planning process, and achieved outcomes. J Contin Educ Nurs. 2017;48(10):447-453. Copyright 2017, SLACK Incorporated.

  12. The Positive Influence of Active Learning in a Lecture Hall: An Analysis of Normalised Gain Scores in Introductory Environmental Engineering

    ERIC Educational Resources Information Center

    Kinoshita, Timothy J.; Knight, David B.; Gibbes, Badin

    2017-01-01

    Burgeoning college enrolments and insufficient funding to higher education have expanded the use of large lecture courses. As this trend continues, it is important to ensure that students can still learn in those challenging learning environments. Within education broadly and undergraduate engineering specifically, active learning pedagogies have…

  13. Knowledge, Attitudes, Perceptions, and Beliefs regarding Physical Activity on a College Campus

    ERIC Educational Resources Information Center

    Mullally, Barbara A.

    2011-01-01

    Despite the many proven benefits of exercise, obesity rates on college campuses continue to rise. At the same time, physical activity (PA) courses are being reduced or cut at various educational institutions. The loss of PA courses creates a problem because college students do not receive the necessary education they need in relation to the…

  14. Electronic Learning Courses as a Means to Activate Students' Independent Work in Studying Physics

    ERIC Educational Resources Information Center

    Shurygin, Viktor Yurjevich; Krasnova, Lyubov Alekseevna

    2016-01-01

    Currently, there are special requirements to the system of higher education, focused not only on imparting knowledge to students, but also on the formation of the continuous need for independent self-education, self-creative approach to getting knowledge throughout their active life. In this regard, the role of students' independent work with its…

  15. Publications by Faculty of the School of Optometry University of Waterloo 1976 to 1978.

    ERIC Educational Resources Information Center

    Morton, Susan; Woo, George

    1980-01-01

    A list of optometric research activities of the University of Waterloo School of Optometry are provided to inform educators and researchers of their activities and to encourage interaction with others with similar interests. Bibliographic information is given. The scope ranges fron single-cell recording to continuing education in optometry.…

  16. Preventing and treating nicotine addiction: a review with emphasis on adolescent health.

    PubMed

    Alouf, Benjamin; Feinson, Judith A; Chidekel, Aaron S

    2006-07-01

    This article is the fourth in a series of four providing current, state-of-the-art information about the tobacco problem and how physicians can effectively intervene. The articles review the health effects of second-hand smoke, current treatment strategies for nicotine addiction and the implementation of best practices, such as the "5 As," to effectively intervene with families with smokers. Three of the articles are accredited for free continuing medical education (CME) credit for physicians. To obtain AMA PRA Category 1 Credit(s)TM for this article, please go online to www.PedsEducation.org, your source for free continuing medical education from Nemours. Choose "Online Education" and the article, and complete the post-test as directed. CME accreditation for this educational presentation is provided at no cost as a service of Nemours, one of the nation's largest children's health systems. Nemours is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. Nemours designates this educational activity for a maximum of .5 AMA PRA Category 1 Credit(s). Physicians should only claim credit commensurate with the extent of their participation in the activity. This article will focus on the prevention of adolescent smoking and discuss a global approach to the tobacco problem among youth. It also reviews the rationale for and pharmacology of treating nicotine addiction to empower physicians to assist smokers with quitting. By reading the article and completing the post-test, it is anticipated that the following learning objectives will be met: Physicians will become familiar with: 1) Options for treating nicotine addiction, 2) The unique aspects of the tobacco problem in adolescence, 3) The risk factors for teen smoking initiation.

  17. 34 CFR 403.172 - What special considerations must the State board give in approving projects, services, and...

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What special considerations must the State board give in approving projects, services, and activities? 403.172 Section 403.172 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF...

  18. 34 CFR 403.101 - How must funds be used under the Programs for Criminal Offenders?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the Secretary Assist Under the Basic Programs... 34 Education 3 2012-07-01 2012-07-01 false How must funds be used under the Programs for Criminal...

  19. 34 CFR 403.101 - How must funds be used under the Programs for Criminal Offenders?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the Secretary Assist Under the Basic Programs... 34 Education 3 2011-07-01 2011-07-01 false How must funds be used under the Programs for Criminal...

  20. 34 CFR 403.101 - How must funds be used under the Programs for Criminal Offenders?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the Secretary Assist Under the Basic Programs... 34 Education 3 2013-07-01 2013-07-01 false How must funds be used under the Programs for Criminal...

  1. 34 CFR 403.101 - How must funds be used under the Programs for Criminal Offenders?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION STATE VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the Secretary Assist Under the Basic Programs... 34 Education 3 2014-07-01 2014-07-01 false How must funds be used under the Programs for Criminal...

  2. 34 CFR 413.22 - What selection criteria does the Secretary use to evaluate an application proposing dissemination...

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What selection criteria does the Secretary use to evaluate an application proposing dissemination and training activities? 413.22 Section 413.22 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION...

  3. The Experience of Outdoor Education at Operation Purple (registered trademark) Camp: Findings from a Sample of Youth Participants

    DTIC Science & Technology

    2011-01-01

    impact on attitudes and interest in the environment and nature. For instance, Dresner and Gill (1994) conducted a pretest – posttest analysis among...variety of other activities, including outdoor education. Youth between 7 and 17 are eligible to attend. The Operation Purple® curriculum is designed ...continue such activities; (c) the extent to which those activities are sustained post-camp; and (d) whether those activities are a topic of

  4. 34 CFR 1200.104-1200.109 - [Reserved

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false [Reserved] 1200.104-1200.109 Section 1200.104-1200.109 Education Regulations of the Offices of the Department of Education (Continued) NATIONAL COUNCIL ON DISABILITY ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY...

  5. 34 CFR 1200.152-1200.159 - [Reserved

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false [Reserved] 1200.152-1200.159 Section 1200.152-1200.159 Education Regulations of the Offices of the Department of Education (Continued) NATIONAL COUNCIL ON DISABILITY ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY...

  6. 34 CFR 1200.141-1200.148 - [Reserved

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false [Reserved] 1200.141-1200.148 Section 1200.141-1200.148 Education Regulations of the Offices of the Department of Education (Continued) NATIONAL COUNCIL ON DISABILITY ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY...

  7. 34 CFR 1200.112-1200.129 - [Reserved

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false [Reserved] 1200.112-1200.129 Section 1200.112-1200.129 Education Regulations of the Offices of the Department of Education (Continued) NATIONAL COUNCIL ON DISABILITY ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY...

  8. 34 CFR 1200.161-1200.169 - [Reserved

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false [Reserved] 1200.161-1200.169 Section 1200.161-1200.169 Education Regulations of the Offices of the Department of Education (Continued) NATIONAL COUNCIL ON DISABILITY ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY...

  9. 34 CFR 1200.131-1200.139 - [Reserved

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false [Reserved] 1200.131-1200.139 Section 1200.131-1200.139 Education Regulations of the Offices of the Department of Education (Continued) NATIONAL COUNCIL ON DISABILITY ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY...

  10. 34 CFR 1200.171-1200.999 - [Reserved

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false [Reserved] 1200.171-1200.999 Section 1200.171-1200.999 Education Regulations of the Offices of the Department of Education (Continued) NATIONAL COUNCIL ON DISABILITY ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY...

  11. Growing as a Professional Music Educator

    ERIC Educational Resources Information Center

    Hesterman, Phillip K.

    2012-01-01

    Education is a lifelong adventure that is ever-changing and active. Educators continually adapt their practices to meet the needs of an ever-changing population of children flowing through the schools. It is advantageous for teachers to be committed to lifelong learning for their own professional and personal development. As a novice teacher…

  12. Learning Experiences in Museums: Harnessing Dewey's Ideas on Continuity and Interaction

    ERIC Educational Resources Information Center

    Winstanley, Carrie

    2018-01-01

    Museum and gallery educators have become increasingly adept at creating environments that foster constructivist thinking, invite interaction and encourage activity. Leading museum educator, Hein, for example, directly attributes Dewey's influence, describing his ideas about experiences, as a 'crucial lesson for museum educators: engagement with…

  13. 25 Years of Teamwork for Adult Education in Iowa.

    ERIC Educational Resources Information Center

    Stacy, W. H.

    This silver anniversary report reviews the history of the Iowa Adult Education Association (IAEA) since its founding on April 7, 1945. IAEA conferences, meetings, workshops, and publications are covered year by year, with particular reference to such activities and concerns as leadership training, professional continuing education, educational…

  14. [Recertification and continuing education of NCCAOM Diplomates of Acupuncture and Oriental Medicine].

    PubMed

    Tian, Kaiyu; Tian, Yunyi; Li, Susu; Chen, Qiang; Yuan, Teng

    2017-05-12

    Diplomates certificated by National Certification Commission for Acupuncture and Oriental Medicine (NCCAOM) are needed to be recertified every four years. The certificate will be valid after 60 points of provided professional development activity (PDA). The different validity status of NCCAOM certificates, ways of participating continuing education and the requirements of PDA points including core competencies and professional enhancement (PE) are introduced in this paper.

  15. Effective medical education: insights from the Cochrane Library.

    PubMed

    Satterlee, Winston G; Eggers, Robin G; Grimes, David A

    2008-05-01

    In 2006, the Accreditation Council for Continuing Medical Education highlighted the need for linking educational activities to changes in competence, performance, or patient outcomes. Hence, educational providers increasingly need to know what strategies are effective. The Cochrane Library is widely regarded as the best source of credible evidence concerning health care. The authors searched the Cochrane Database of Systematic Reviews (issue 4 for 2006) using the search terms "continuing medical education," "medical education," and "continuing education." They conducted a second complementary search of this database by review group (Effective Practice and Organization of Care). Finally, the authors examined the references of recent review articles for Cochrane reviews and found 9 relevant reviews. The most effective educational methods were the most interactive. Combined didactic presentations and workshops were more effective than traditional didactic presentations alone. Medical education was more effective when more than 1 intervention occurred, especially if these interventions occurred over an extended period. Targeted education should focus on changing a behavior that is simple, because effect size is inversely proportional to the complexity of the behavior. In the era of evidence-based medicine, interventions-including educational ones-should reflect the best available evidence. Cochrane reviews of randomized controlled trials of educational methods provide important guidance that often challenges traditional didactic approaches. Integrating the findings from the Cochrane reviews may allow continuing medical education to be more successful in bringing about changes to healthcare providers' behavior. Obstetricians & Gynecologists, Family Physicians. After completion of this article, the reader should be able to explain the scientific evidence concerning the effectiveness of various techniques used for continuing medical education, state the relative value of such techniques as traditional didactic lectures, conferences led by local opinion leaders, interactive workshops, and educational outreach visits, and identify the value and limitations of teaching critical appraisal skills.

  16. Relationship among knowledge acquisition, motivation to change, and self-efficacy in CME participants.

    PubMed

    Williams, Betsy W; Kessler, Harold A; Williams, Michael V

    2015-01-01

    The relationship among an individual's sense of self-efficacy, motivation to change, barriers to change, and the implementation of improvement programs has been reported. This research reports the relationship among self-efficacy, motivation to change, and the acquisition of knowledge in a continuing medical education (CME) activity. The measure of individual sense of self-efficacy was a 4-item scale. The measure of motivation was a 6-item scale following on the work of Prochaska and colleagues. The knowledge acquisition was measured in a simple post measure. The participants were enrolled in a CME activity focused on HIV.  The CME activities had a significant effect on knowledge. Preliminary analysis demonstrates a relationship among the self-efficacy measure, the motivation to change measure, and global intent to change. Specifically, as reported earlier, the sense of efficacy in effecting change in the practice environment is predictive of a high level of motivation to change that, in turn, is predictive of formation of intent to change practice patterns. Interestingly, there were also relationships among the self-efficacy measure, the motivation to change measure, and knowledge acquisition. Finally, as expected, there was a significant relationship between knowledge and intent to change practice.  Further inspection of the motivation to change construct suggests that it mediates the self-efficacy constructs' effect on intent as well as its effect on knowledge acquisition. This new finding suggests that the proximal construct motivation completely masks an important underlying causal relationship that appears to contribute to practice change as well as learning following CME-self-efficacy. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  17. Evolving models for medical physics education and training: a global perspective.

    PubMed

    Sprawls, P

    2008-01-01

    There is a significant need for high-quality medical physics education and training in all countries to support effective and safe use of modern medical technology for both diagnostic and treatment purposes. This is, and will continue to be, achieved using appropriate technology to increase both the effectiveness and efficiency of educational activities everywhere in the world. While the applications of technology to education and training are relatively new, the successful applications are based on theories and principles of the learning process developed by two pioneers in the field, Robert Gagne and Edgar Dale.The work of Gagne defines the different levels of learning that can occur and is used to show the types and levels of learning that are required for the application of physics and engineering principles to achieve appropriate diagnostic and therapeutic results from modern technology. The learning outcomes are determined by the effectiveness of the learning activity or experience. The extensive work of Dale as formulated in his Cone of Experience relates the effectiveness to the efficiency of educational activities. A major challenge in education is the development and conduction of learning activities (classroom discussions, laboratory and applied experiences, individual study, etc) that provide an optimum balance between effectiveness and efficiency. New and evolving models of the educational process use technology as the infrastructure to support education that is both more effective and efficient.The goal is to use technology to enhance human performance for both learners (students) and learning facilitators (teachers). A major contribution to global education is the trend in the development of shared educational resources. Two models of programs to support this effort with open and free shared resources are Physical Principles of Medical Imaging Online (http://www.sprawls.org/resources) and AAPM Continuing Education Courses (http://www.aapm.org/international).

  18. Evolving models for medical physics education and training: a global perspective

    PubMed Central

    Sprawls, P

    2008-01-01

    There is a significant need for high-quality medical physics education and training in all countries to support effective and safe use of modern medical technology for both diagnostic and treatment purposes. This is, and will continue to be, achieved using appropriate technology to increase both the effectiveness and efficiency of educational activities everywhere in the world. While the applications of technology to education and training are relatively new, the successful applications are based on theories and principles of the learning process developed by two pioneers in the field, Robert Gagne and Edgar Dale. The work of Gagne defines the different levels of learning that can occur and is used to show the types and levels of learning that are required for the application of physics and engineering principles to achieve appropriate diagnostic and therapeutic results from modern technology. The learning outcomes are determined by the effectiveness of the learning activity or experience. The extensive work of Dale as formulated in his Cone of Experience relates the effectiveness to the efficiency of educational activities. A major challenge in education is the development and conduction of learning activities (classroom discussions, laboratory and applied experiences, individual study, etc) that provide an optimum balance between effectiveness and efficiency. New and evolving models of the educational process use technology as the infrastructure to support education that is both more effective and efficient. The goal is to use technology to enhance human performance for both learners (students) and learning facilitators (teachers). A major contribution to global education is the trend in the development of shared educational resources. Two models of programs to support this effort with open and free shared resources are Physical Principles of Medical Imaging Online (http://www.sprawls.org/resources) and AAPM Continuing Education Courses (http://www.aapm.org/international). PMID:21614309

  19. Medical education in paradise: another facet of Hawaii.

    PubMed

    Jacobs, Joshua L; Kasuya, Richard; Sakai, Damon; Haning, William; Izutsu, Satoru

    2008-06-01

    Hawaii is synonymous with paradise in the minds of many. Few know that it is also an environment where high quality medical education is thriving. This paper outlines medical education initiatives beginning with native Hawaiian healers of centuries ago, and continuing to present-day efforts to support top-notch multicultural United States medical education across the continuum of training. The undergraduate medical education program has as its core community-based problem-based learning. The community basis of training is continued in graduate medical education, with resident doctors in the various programs rotating through different clinical experiences at various hospitals and clinics. Continuing medical education is provided by nationally accredited entities, within the local context. Educational outreach activities extend into primary and secondary schools, homeless shelters, neighbouring islands, and to countries throughout the Pacific. Challenges facing the medical education community in Hawaii are similar to those faced elsewhere and include incorporating more technology to improve efficiency, strengthening the vertical integration of the training continuum, better meeting the needs of the state, and paying for it all. Readers are invited to join in addressing these challenges to further the realisation of medical education in paradise as a paradise of medical education.

  20. 78 FR 16269 - Agency Forms Undergoing Paperwork Reduction Act Review

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-03-14

    ...-0017, Expiration 03/31/ 2013)--Revision--Scientific Education and Professional Development Program... activities to professionals worldwide. Employees of hospitals, universities, medical centers, laboratories... Continuing Education Online New Participant Registration Form and the National Laboratory Training Network...

  1. Duty Calls.

    ERIC Educational Resources Information Center

    Boyer, Ernest L.

    1996-01-01

    Examines the importance of elementary and secondary student participation in community service activities for effective civic education and citizen development. Suggests that if commitment to service were an integral part of educational processes students would continue participating in community service programs as adults. (MAB)

  2. 45 CFR 605.35 - Evaluation and placement.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION... Preschool, Elementary, and Secondary Education § 605.35 Evaluation and placement. (a) Preplacement evaluation. A recipient that operates a public elementary or secondary education program or activity shall...

  3. 45 CFR 605.35 - Evaluation and placement.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION... Preschool, Elementary, and Secondary Education § 605.35 Evaluation and placement. (a) Preplacement evaluation. A recipient that operates a public elementary or secondary education program or activity shall...

  4. 45 CFR 605.35 - Evaluation and placement.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION... Preschool, Elementary, and Secondary Education § 605.35 Evaluation and placement. (a) Preplacement evaluation. A recipient that operates a public elementary or secondary education program or activity shall...

  5. 45 CFR 605.35 - Evaluation and placement.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION... Preschool, Elementary, and Secondary Education § 605.35 Evaluation and placement. (a) Preplacement evaluation. A recipient that operates a public elementary or secondary education program or activity shall...

  6. The Influence of the Sport Education Model on Amotivated Students' In-Class Physical Activity

    ERIC Educational Resources Information Center

    Perlman, Dana

    2012-01-01

    The Sport Education Model (SEM) was designed by Siedentop to provide students with a holistic sport-based experience. As research on the SEM continues, an aspect that has gained interest is the influence on (a) students with low levels of motivation and (b) opportunities to engage in health-enhancing levels of physical activity. The purpose of…

  7. The Role of Minority Firms and 8(a) Companies in Educational Research and Development.

    ERIC Educational Resources Information Center

    Thompson, Ronald L.; Braithwaite, Ronald L.

    Over the last decade, minority firms and individuals have become increasingly more active in the process of educational research and development (R&D) activities. The future of such involvement appears to be one of continued increase, both because of the response of the marketplace and the growth in the number of firms owned by minority…

  8. Locating Active Plate Boundaries by Earthquake Data. Crustal Evaluation Education Project. Teacher's Guide [and] Student Investigation.

    ERIC Educational Resources Information Center

    Stoever, Edward C., Jr.

    Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the…

  9. Omaha Public Schools Multiple Activities Programs: An Evaluation. ESEA Title I, September 1973 to June 1974.

    ERIC Educational Resources Information Center

    Texley, Lloyd C.

    This 1965 Elementary Secondary Education Act Title I Evaluation Report illustrates a small part of the continued effort of the Omaha Public Schools to meet the needs of educationally disadvantaged children. The multiple activities outlined in the 1973-74 Title I Proposal were designed for two purposes. First, they were to supplement the…

  10. Effect of a performance improvement CME activity on management of patients with diabetes.

    PubMed

    Bird, Gary C; Marian, Kathy; Bagley, Bruce

    2013-01-01

    Primary care in the United States faces unprecedented challenges from an aging population and the accompanying prevalence of chronic disease. In response, continuing medical education (CME) initiatives have begun to adopt the principles of performance improvement (PI) into their design, although currently there is a dearth of evidence from national initiatives supporting the effectiveness of this methodology. The specific aim of this study was to demonstrate the value of a national PI-CME activity to improve the performance of physicians treating patients with diabetes. We analyzed data from the American Academy of Family Physicians' METRIC® PI-CME activity in a cohort of family physician learners. The study utilized the 3-stage design standard approved for PI-CME. Baseline and follow-up performance data across a range of clinical and systems-based measures were compared in aggregate. Data were assessed for 509 learners who completed the activity. Statistically significant changes occurred both for self-assessment of a range of practice aspects and for diabetes care measures. Learners recognized that the organization of their practices had improved, and mechanisms were in place for better staff feedback, as well as aspects of patient self-management. Based on the clinical data obtained from 11 538 patient charts, 6 out of 8 diabetes measures were significantly improved. The activity appears to have had a positive, measurable impact on the medical practice of learners and suggests that, when appropriately designed and executed, PI-CME on a national scale can be a useful vehicle to influence performance change in physicians and to inform future CME activities. Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  11. 34 CFR 373.5 - Who is eligible to receive services and to benefit from activities conducted by eligible entities?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION SPECIAL DEMONSTRATION PROGRAMS General § 373.5 Who is eligible to receive services and to benefit... 34 Education 2 2010-07-01 2010-07-01 false Who is eligible to receive services and to benefit from...

  12. General practitioners' continuing education: a review of policies, strategies and effectiveness, and their implications for the future.

    PubMed Central

    Smith, F; Singleton, A; Hilton, S

    1998-01-01

    BACKGROUND: The accreditation and provision of continuing education for general practitioners (GPs) is set to change with new proposals from the General Medical Council, the Government, and the Chief Medical Officer. AIM: To review the theories, policies, strategies, and effectiveness in GP continuing education in the past 10 years. METHOD: A systematic review of the literature by computerized and manual searches of relevant journals and books. RESULTS: Educational theory suggests that continuing education (CE) should be work-based and use the learner's experiences. Audit can play an important role in determining performance and needs assessment, but at present is largely a separate activity. Educational and professional support, such as through mentors or co-tutors, has been successfully piloted but awaits larger scale evaluation. Most accredited educational events are still the postgraduate centre lecture, and GP Tutors have a variable role in CE management and provision. Controlled trials of CE strategies suggest effectiveness is enhanced by personal feedback and work prompts. Qualitative studies have demonstrated that education plays only a small part in influencing doctors' behavior. CONCLUSION: Maintaining good clinical practice is on many stakeholders' agendas. A variety of methods may be effective in CE, and larger scale trials or evaluations are needed. PMID:10071406

  13. Collaborative Learning in Physical Education Teachers' Early-Career Professional Development

    ERIC Educational Resources Information Center

    Keay, Jeanne

    2006-01-01

    Background/context: Professional development is an important element of professional practice and teachers are expected to engage in activities that not only improve practice but also have a positive impact on pupil learning. Physical educators worldwide have acknowledged the need to improve the continuing education of teachers and have called…

  14. Women Studying Childcare: Integrating Lives through Adult Education

    ERIC Educational Resources Information Center

    Wright, Hazel R.

    2011-01-01

    Most studies of adult education align it with life change, but this research-based book tells a different story. It reveals how mature women who are training to work in childcare within the voluntary sector seek continuity in their lives. They engage with activities that connect aspects of their family, workplace and educational experience, and…

  15. Seeking a Higher Level of Arts Integration across the Curriculum

    ERIC Educational Resources Information Center

    Sotiropoulou-Zormpala, Marina

    2016-01-01

    To seek a higher level of arts integration across the education curriculum, I investigated designs of teaching through arts activities that would motivate educators to adopt the spirit of "aesthetic teaching." Two different designs were tested, with the second as a continuation of the first. Each ascribes a different educational role to…

  16. Enhancing Teaching and Learning: Libraries and Open Educational Resources in the Classroom

    ERIC Educational Resources Information Center

    Davis, Erin; Cochran, Dory; Fagerheim, Britt; Thoms, Becky

    2016-01-01

    Academic libraries continually adjust services to adapt to the ever-changing landscape in higher education. In response to the broken textbook market, libraries are becoming actively involved in the open educational resources (OER) movement. Although there is not a formal program in place, librarians at Utah State University explored a…

  17. What Edith Stein Can Teach Adult Educators

    ERIC Educational Resources Information Center

    Culkin, David T.

    2016-01-01

    Many think of Edith Stein as a phenomenological philosopher who experienced a dramatic religious conversion, but contemporary adult educators may also look to her as a model for the application of social activism based in theory. This article explores Stein's continued relevance for adult educators who research and then try to apply key concepts…

  18. Equity from a Vocational Education Research Perspective. Research and Development Series No. 214E.

    ERIC Educational Resources Information Center

    Eliason, Nancy Carol

    Female participation continues to increase in postsecondary vocational education and the labor market. This growth has paralleled increased funding under the Vocational Education Amendments of 1976 for sex-equity related research and demonstration activities. Funding has not, however, kept pace with needs of institutions trying to ensure equal…

  19. Higher Education. Lifelong Learning and Community Service: A Profile of Action and Responsibility.

    ERIC Educational Resources Information Center

    Champagne, Joseph E.

    Two projects, designed to serve as technical input to the developing Texas State Plan for Higher Continuing Education, focused on: (1) enrollment trends and needs, institutional activities, and statewide planning across the nation; and (2) higher education and community services. Both projects involved extensive survey work of institutional visits…

  20. Technology Education and the Arts

    ERIC Educational Resources Information Center

    Roman, Harry T.

    2009-01-01

    One hears quite frequently how the arts continually suffer in the academic day. Many long-time technology education champions certainly know what this is all about; but there may be some ways to use technology education to bring the arts into the classroom. This article offers a series of activities and suggestions that will help students better…

  1. Who Cares? Gender Dynamics in the Valuing of Extra-Curricular Activities in Higher Education

    ERIC Educational Resources Information Center

    Stevenson, Jacqueline; Clegg, Sue

    2012-01-01

    Despite the assertion that higher education is becoming increasingly "feminised" and that male students are the relative losers, gendered meanings continue to permeate higher education in ways that mean that the recognition of women's experiences are frequently marginalised. Our paper reports on research designed to explore student participation…

  2. Continuing education at the cutting edge: promoting transformative knowledge translation.

    PubMed

    McWilliam, Carol L

    2007-01-01

    As the evidence-based practice movement gains momentum, continuing education practitioners increasingly confront the challenge of developing and conducting opportunities for achieving research uptake. Recent thinking invites new approaches to continuing education for health professionals, with due consideration of what knowledge merits uptake by practitioners, who should play what role in the knowledge transfer process, and what educational approach should be used. This article presents an innovative theory-based strategy that encompasses this new perspective. Through a facilitated experience of perspective transformation, clinicians are engaged in an on-the-job process of developing a deeply felt interest in research findings relevant to everyday practice, as well as ownership of that knowledge and its application. The strategy becomes a sustainable, integrated part of clinical practice, fitting naturally within its dynamic, unique environment, context, and climate and overcoming the barrier of time. Clinician experience of a top-down push toward prescribed practice change is avoided. With an expanded role encompassing facilitation of active learning partnerships for practice change, the continuing educator fosters a learning organization culture across the institution. The resultant role changes and leadership and accountability issues are elaborated.

  3. 45 CFR 618.400 - Education programs or activities.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 618.400 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION... administration of scholarships, fellowships, or other awards established by foreign or domestic wills, trusts, or... educational institution that administers or assists in the administration of such scholarships, fellowships...

  4. 45 CFR 618.400 - Education programs or activities.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 618.400 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION... administration of scholarships, fellowships, or other awards established by foreign or domestic wills, trusts, or... educational institution that administers or assists in the administration of such scholarships, fellowships...

  5. 45 CFR 618.400 - Education programs or activities.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 618.400 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION... administration of scholarships, fellowships, or other awards established by foreign or domestic wills, trusts, or... educational institution that administers or assists in the administration of such scholarships, fellowships...

  6. 77 FR 71800 - Proposed Data Collections Submitted for Public Comment and Recommendations

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-12-04

    ...--Scientific Education and Professional Development Program Office (SEPDPO), Office of Surveillance... Brief Description CDC offers public health training activities to professionals worldwide. Employees of... training application forms, the Training and Continuing Education Online New Participant Registration Form...

  7. 45 CFR 605.31 - Application of this subpart.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION... Preschool, Elementary, and Secondary Education § 605.31 Application of this subpart. Subpart D applies to preschool, elementary, secondary, and adult education programs or activities that receive or benefit from...

  8. 45 CFR 605.31 - Application of this subpart.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION... Preschool, Elementary, and Secondary Education § 605.31 Application of this subpart. Subpart D applies to preschool, elementary, secondary, and adult education programs or activities that receive or benefit from...

  9. 45 CFR 605.31 - Application of this subpart.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION... Preschool, Elementary, and Secondary Education § 605.31 Application of this subpart. Subpart D applies to preschool, elementary, secondary, and adult education programs or activities that receive or benefit from...

  10. 45 CFR 605.31 - Application of this subpart.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION... Preschool, Elementary, and Secondary Education § 605.31 Application of this subpart. Subpart D applies to preschool, elementary, secondary, and adult education programs or activities that receive or benefit from...

  11. Continuing medical education, continuing professional development, and knowledge translation: improving care of older patients by practicing physicians.

    PubMed

    Thomas, David C; Johnston, Bree; Dunn, Kathel; Sullivan, Gail M; Brett, Belle; Matzko, Marilyn; Levine, Sharon A

    2006-10-01

    Many community-based internists and family physicians lack familiarity with geriatrics knowledge and best practices, but they face overwhelming fiscal and time barriers to expanding their skills and improving their behavior in the care of older people. Traditional lecture-and-slide-show continuing medical education (CME) programs have been shown to be relatively ineffective in changing this target group's practice. The challenge for geriatrics educators, then, is to devise CME programs that are highly accessible to practicing physicians, that will have an immediate and significant effect on practitioners' behavior, and that are financially viable. Studies of CME have shown that the most effective programs for knowledge translation in these circumstances involve what is known as active-mode learning, which relies on interactive, targeted, and multifaceted techniques. A systematic literature review, supplemented by structured interviews, was performed to inventory active-mode learning techniques for geriatrics knowledge and skills in the United States. Thirteen published articles met the criteria, and leaders of 28 active-mode CME programs were interviewed. This systematic review indicates that there is a substantial experience in geriatrics training for community-based physicians, much of which is unpublished and incompletely evaluated. It appears that the most effective methods to change behaviors involved multiple educational efforts such as written materials or toolkits combined with feedback and strong communication channels between instructors and learners.

  12. Animals Used in Research and Education, 1966-2016: Evolving Attitudes, Policies, and Relationships.

    PubMed

    Lairmore, Michael D; Ilkiw, Jan

    2015-01-01

    Since the inception of the Association of American Veterinary Medical Colleges (AAVMC), the use of animals in research and education has been a central element of the programs of member institutions. As veterinary education and research programs have evolved over the past 50 years, so too have societal views and regulatory policies. AAVMC member institutions have continually responded to these events by exchanging best practices in training their students in the framework of comparative medicine and the needs of society. Animals provide students and faculty with the tools to learn the fundamental knowledge and skills of veterinary medicine and scientific discovery. The study of animal models has contributed extensively to medicine, veterinary medicine, and basic sciences as these disciplines seek to understand life processes. Changing societal views over the past 50 years have provided active examination and continued refinement of the use of animals in veterinary medical education and research. The future use of animals to educate and train veterinarians will likely continue to evolve as technological advances are applied to experimental design and educational systems. Natural animal models of both human and animal health will undoubtedly continue to serve a significant role in the education of veterinarians and in the development of new treatments of animal and human disease. As it looks to the future, the AAVMC as an organization will need to continue to support and promote best practices in the humane care and appropriate use of animals in both education and research.

  13. 42 CFR 86.36 - Duration and continuation.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES GRANTS FOR EDUCATION PROGRAMS IN OCCUPATIONAL SAFETY AND HEALTH Occupational Safety and Health Direct Traineeships § 86.36 Duration and continuation. Direct traineeship awards...

  14. 42 CFR 86.36 - Duration and continuation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES GRANTS FOR EDUCATION PROGRAMS IN OCCUPATIONAL SAFETY AND HEALTH Occupational Safety and Health Direct Traineeships § 86.36 Duration and continuation. Direct traineeship awards...

  15. Improving Rural Geriatric Care Through Education: A Scalable, Collaborative Project.

    PubMed

    Buck, Harleah G; Kolanowski, Ann; Fick, Donna; Baronner, Lawrence

    2016-07-01

    HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.2 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded after you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. In order to obtain contact hours you must: 1. Read the article, "Improving Rural Geriatric Care Through Education: A Scalable, Collaborative Project," found on pages 306-313, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until June 30, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. OBJECTIVES Describe the unique nursing challenges that occur in caring for older adults in rural areas. Discuss the Improving Rural Geriatric Care through Education (iRuGCE) project, including the facilitators and challenges to its implementation. DISCLOSURE STATEMENT Neither the planners nor the author have any conflicts of interest to disclose. Rural elders are the fastest growing segment of the U.S. population, with a projected increase of 32% in the next 20 years. Shortages in geriatric-prepared workers are particularly critical in rural areas. This article describes Improving Rural Geriatric Care through Education (iRuGCE), a feasible, scalable, and collaborative continuing education project. iRuGCE was designed to improve geriatric nursing practice. Project goals were to identify, mentor, and facilitate an RN geriatric site champion in critical access hospitals (CAHs) to complete national certification in gerontological nursing, and to design a continuing education program that met the specific needs of the CAHs via delivery of three continuing education sessions per year. Evaluation of the project is promising. Preliminary results suggest that iRuGCE has a positive effect on nurse-sensitive patient satisfaction scores, such as communication with nurses, responsiveness of hospital staff, pain management, communication about medicine, discharge information, and willingness to recommend the hospital. J Contin Educ Nurs. 2016;47(7):306-313. Copyright 2016, SLACK Incorporated.

  16. 7 CFR 3400.23 - Annual reports.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... Regulations of the Department of Agriculture (Continued) COOPERATIVE STATE RESEARCH, EDUCATION, AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE SPECIAL RESEARCH GRANTS PROGRAM Annual Reports § 3400.23 Annual reports... research, extension, or education activity and the merit of the results. (b) Report type and content...

  17. Educational Programs That Work. Volume IV.

    ERIC Educational Resources Information Center

    Far West Lab. for Educational Research and Development, San Francisco, CA.

    This catalog is published as one of many mechanisms to stimulate and facilitate continuing communication among the federal, state, intermediate, and local agencies that share responsibility for educational program improvement through nationwide dissemination activities. All the projects cited have undergone close scrutiny by the Joint…

  18. Education as a Global "Soft Power" for Sustainable Development

    ERIC Educational Resources Information Center

    Sayamov, Yury Nikolayevich

    2013-01-01

    Purpose: The purpose of this paper is to analyse various aspects of education for sustainable development (ESD) drawing attention to the approaching end of the UN Decade on ESD (DESD) in 2014 and to the necessity of the continuation of ESD activities. Defining the internationalisation of education as an ever more significant part of globalisation,…

  19. StarTEC: A Technology Project in Education Reform.

    ERIC Educational Resources Information Center

    Hawley, Helen; Benavides, Otto; Duffy, Sharon; Georgi, David; Guay, Diane; Redmond, Pamela; Richmond, James

    StarTEC (Staff, Teacher, and Restructured Technology Education Consortium) was a 3-year technology catalyst program funded by the U.S. Department of Education, and continued for a third year to complete its activities. The goal of StarTEC was to ensure that all teachers prepared by partners in the Consortium would meet the new California standard…

  20. Measurement in Physical Education and Exercise Science: A Brief Report on 2017

    ERIC Educational Resources Information Center

    Myers, Nicholas D.; Lee, Seungmin; Kostelis, Kimberly T.

    2018-01-01

    The purpose of this annual report is to provide a summary of measurement in physical education and exercise science-related activities in 2017. A recent trend for an annual increase in manuscript submissions to measurement in physical education and exercise science continued in 2017. Twenty-nine countries were represented (i.e., corresponding…

  1. Becoming an Active Agent in My Education

    ERIC Educational Resources Information Center

    Bensinger, Samantha

    2012-01-01

    In this essay, a high school senior reflects on her educational experience as a journey beginning with her difficult decision to stay at Francis W. Parker School for high school and ending with her current search for a college where she can continue to explore the nature of education. Her narrative focuses on her experience in an elective course…

  2. Success on the Decks: Working-Class Boys, Education and Turning the Tables on Perceptions of Failure

    ERIC Educational Resources Information Center

    Stahl, Garth; Dale, Pete

    2013-01-01

    Although working-class boys' disengagement with education continues to be a major public concern, the focus of educational research has been on anti-school, hyper-masculine so-called "laddish" masculinities and their salience within learner identities. What tend to be forgotten are the areas in which low-achieving boys actively engage…

  3. Positive Youth Development through Physical Activity: Opportunities for Physical Educators

    ERIC Educational Resources Information Center

    Hemphill, Michael A.

    2014-01-01

    As physical educators continue to advocate for school-based PE, they should also consider ways to extend their work into community settings in an effort to ensure that all kids have an opportunity to develop physical literacy. This article describes how positive youth development programs can provide an opportunity for physical educators to engage…

  4. Overcoming Faculty Avoidance of Online Education: From Resistance to Support to Active Participation

    ERIC Educational Resources Information Center

    Mitchell, Lorianne D.; Parlamis, Jennifer D.; Claiborne, Sarah A.

    2015-01-01

    The online delivery of higher education courses and programs continues to expand across academic disciplines at colleges and universities. This expansion of online education has been precipitated by, among other things, (a) the rise in personal computer ownership, (b) the ease of access to the Internet, (c) the availability and continuous…

  5. Medical education and communication companies involved in CME: an updated profile.

    PubMed

    Peterson, Eric D; Overstreet, Karen M; Parochka, Jacqueline N; Lemon, Michael R

    2008-01-01

    Medical Education and Communication Companies (MECCs) represent approximately 21% of the providers accredited by the Accreditation Council for Continuing Medical Education (ACCME), yet relatively little is known about these organizations in the greater continuing medical education (CME) community. Two prior studies described them, but powerful changes in the regulatory environment have impacted the structure and organization of these companies. The investigators administered a 32-item questionnaire to a select sample of 157 MECCs involved in CME, achieving a response rate of 50.3%. Of the responding organizations, 87% were accredited by the ACCME, with 27% also holding accreditation from the Accreditation Council for Pharmacy Education and the American Nurses Credentialing Center Commission on Accreditation. Eighty-six percent reported no immediate involvement of the company in promotional activities. Fifty-three percent of the survey responders reported being part of a larger organization that included companies involved in promotion, and 88% of these organizations reported implementation of firewalls designed to protect the independence of certified education. The survey reveals a sector that is largely privately held and moving from an organizational model that included both certified and promotional activities to one that includes only certified education. These changes, along with the implementation of firewalls to protect certified education from the promotional interests of other companies within their own corporate structure, may help to alleviate concerns about the independence of CME produced by MECCs. However, because MECCs continue to receive the majority of their support from commercial interests, the influence of funding is likely to be an area of lingering concern.

  6. An Online Knowledge Resource and Questionnaires as a Continuing Pharmacy Education Tool to Document Reflective Learning

    PubMed Central

    Budzinski, Jason W.; Pluye, Pierre; Grad, Roland M.; Repchinsky, Carol; Jovaisas, Barbara; Johnson-Lafleur, Janique

    2012-01-01

    Objective. To assess the use of an electronic knowledge resource to document continuing education activities and reveal educational needs of practicing pharmacists. Methods. Over a 38-week period, 67 e-mails were sent to 6,500 Canadian Pharmacists Association (CPhA) members. Each e-mail contained a link to an e-Therapeutics+ Highlight, a factual excerpt of selected content from an online drug and therapeutic knowledge resource. Participants were then prompted to complete a pop-up questionnaire. Results. Members completed 4,140 questionnaires. Participants attributed the information they learned in the Highlights to practice improvements (50.4%), learning (57.0%), and motivation to learn more (57.4%). Conclusions. Reading Highlight excerpts and completing Web-based questionnaires is an effective method of continuing education that could be easily documented and tracked, making it an effective tool for use with e-portfolios. PMID:22761523

  7. An online knowledge resource and questionnaires as a continuing pharmacy education tool to document reflective learning.

    PubMed

    Budzinski, Jason W; Farrell, Barbara; Pluye, Pierre; Grad, Roland M; Repchinsky, Carol; Jovaisas, Barbara; Johnson-Lafleur, Janique

    2012-06-18

    To assess the use of an electronic knowledge resource to document continuing education activities and reveal educational needs of practicing pharmacists. Over a 38-week period, 67 e-mails were sent to 6,500 Canadian Pharmacists Association (CPhA) members. Each e-mail contained a link to an e-Therapeutics+ Highlight, a factual excerpt of selected content from an online drug and therapeutic knowledge resource. Participants were then prompted to complete a pop-up questionnaire. Members completed 4,140 questionnaires. Participants attributed the information they learned in the Highlights to practice improvements (50.4%), learning (57.0%), and motivation to learn more (57.4%). Reading Highlight excerpts and completing Web-based questionnaires is an effective method of continuing education that could be easily documented and tracked, making it an effective tool for use with e-portfolios.

  8. Social Work's Participation in the Geriatric Education Centers Educational Evaluation.

    PubMed

    Hash, Kristina M; Berg-Weger, Marla; Stewart, Daniel B; Elliott, David P

    2016-11-01

    This study was conducted to determine the level and types of participation of social workers in the activities of the Geriatric Education Centers (GECs). Through an online survey of GECs, the level of participation of social work professionals was compared with those in dentistry, nursing, medicine, and pharmacy, during the years 2010 to 2014. Thirty-one percent (14) of the 45 GECs completed the survey. The results found increases in participation for both social workers and nurses for both GEC activities and involvement in leadership positions within the centers. The GECs also identified caregiver and provider education and continuing education as activities in which social workers have had an increased interest in recent years. Implications from this study can inform the programming efforts of the new Geriatric Workforce Enhancement Program (GWEP) and other geriatric education programs.

  9. The Royal College experience and plans for the maintenance of certification program.

    PubMed

    Campbell, Craig M; Parboosingh, John

    2013-01-01

    The Royal College of Physicians and Surgeons of Canada, in 2001, implemented a mandatory maintenance of certification (MOC) program that is required for fellows to maintain membership and fellowship. Participation in the MOC program is one of the recognized pathways approved by provincial medical regulatory authorities in Canada by which specialists can demonstrate their commitment to continued competent performance in practice. This article traces the historical beginnings of the MOC program, highlighting the educational foundation and scientific evidence that influenced its philosophy, goals, and strategic priorities. The MOC program has evolved into a complex system of continuing professional development to facilitate and enable a "cultural shift'' in how we conceptualize and support the continuing professional development (CPD) of specialists. The MOC program is an educational strategy that supports a learning culture where specialists are able to design, implement and document their accomplishments from multiple learning activities to build evidence-informed practices. In the future, the MOC Program must evolve from assisting fellows to use effective educational resources "for credit" to enable fellows, leveraging a competency-based CPD model, to demonstrate their capacity to continuously improve practice. This will require innovative methods to capture learning and practice improvements in real time, integrate learning during the delivery of health care, expand automation of reporting strategies, and facilitate new sociocultural methods of emergent learning and practice change. Collectively, these directions will require a research agenda that will generate evidence for how transformative cultural change in continuing professional education of the profession can be realized. Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  10. Feasibility of a virtual learning collaborative to implement an obesity QI project in 29 pediatric practices.

    PubMed

    John, Tamara; Morton, Michaela; Weissman, Mark; O'Brien, Ellen; Hamburger, Ellen; Hancock, Yolandra; Moon, Rachel Y

    2014-04-01

    Quality improvement (QI) activities are required to maintain board certification in pediatrics. However, because of lack of training and resources, pediatricians may feel overwhelmed by the need to implement QI activities. Pediatricians also face challenges when caring for overweight and obese children. To create a virtual (online) QI learning collaborative through which pediatric practices could easily develop and implement a continuous QI process. Prospective cohort. Pediatric practices that were part of the Children's National Health Network were invited to participate, with the option to receive continuing medical education and maintenance of certification credits. s) Practices conducted baseline and monthly chart audits, participated in educational webinars and selected monthly practice changes, using Plan-Do-Study-Act cycles. Practices reported activities monthly and periodic feedback was provided to practices about their performance. s) Improvement in (i) body mass index (BMI) percentile documentation, (ii) appropriate nutritional and activity counseling and (iii) follow-up management for high-risk patients. Twenty-nine practices (120 providers) participated, and 24 practices completed all program activities. Monthly chart audits demonstrated continuous improvement in documentation of BMI, abnormal weight diagnosis, nutrition and activity screening and counseling, weight-related health messages and follow-up management of overweight and obese patients. Impact of QI activities on visit duration and practice efficiency was minimal. A virtual learning collaborative was successful in providing a framework for pediatricians to implement a continuous QI process and achieve practice improvements. This format can be utilized to address multiple health issues.

  11. Working Effectively With State Legislature.

    ERIC Educational Resources Information Center

    Williams, Fred D.

    This presentation is predicated on the belief that local school leaders must become more actively engaged in increasing effectiveness with state legislators. Political activity cannot be left to state educational associations, rather, school administrators must assume a continuous, active role in the political process without becoming partisan.…

  12. 32 CFR 196.510 - Recruitment.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 32 National Defense 2 2014-07-01 2014-07-01 false Recruitment. 196.510 Section 196.510 National Defense Department of Defense (Continued) OFFICE OF THE SECRETARY OF DEFENSE (CONTINUED) MISCELLANEOUS... Discrimination on the Basis of Sex in Employment in Education Programs or Activities Prohibited § 196.510...

  13. Commercial influence and learner-perceived bias in continuing medical education.

    PubMed

    Steinman, Michael A; Boscardin, Christy K; Aguayo, Leslie; Baron, Robert B

    2010-01-01

    To directly examine the relationship between commercial support of continuing medical education (CME) and perceived bias in the content of these activities. Cross-sectional study of 213 accredited live educational programs organized by a university provider of CME from 2005 to 2007. A standard question from course evaluations was used to determine the degree to which attendees believed commercial bias was present. Binomial regression models were used to determine the association between course features that may introduce commercial bias and the extent of perceived bias at those CME activities. Mean response rate for attendee evaluations was 56% (SD 15%). Commercial support covered 20%-49% of costs for 45 (21%) educational activities, and > or = 50% of costs for 46 activities (22%). Few course participants perceived commercial bias, with a median of 97% (interquartile range 95%-99%) of respondents stating that the activity they attended was free of commercial bias. There was no association between extent of commercial support and the degree of perceived bias in CME activities. Similarly, perceived bias did not vary for 11 of 12 event characteristics evaluated as potential sources of commercial bias, or by score on a risk index designed to prospectively assess risk of commercial bias. Rates of perceived bias were low for the vast majority of CME activities in the sample and did not differ by the degree of industry support or other event characteristics. Further study is needed to determine whether commercial influence persisted in more subtle forms that were difficult for participants to detect.

  14. A system of networks and continuing education for physical therapists in rheumatology: a feasibility study

    PubMed Central

    Verhoef, J.; Oosterveld, F.G.J.; Hoekman, R.; Munneke, M.; Boonman, D.C.G.; Bakker, M.; Otten, W.; Rasker, J.J.; de Vries-vander Zwan, H.M.; Vliet Vlieland, T.P.M.

    2004-01-01

    Abstract Purpose To evaluate the feasibility of regional physical therapy networks including continuing education in rheumatology. The aim of these networks was to improve care provided by primary care physical therapists by improving specific knowledge, technical and communicative skills and the collaboration with rheumatologists. Methods In two regions in The Netherlands continuing education (CE) programmes, consisting of a 5-day postgraduate training course followed by bimonthly workshops and teaching practices, were organised simultaneously. Network activities included consultations, newsletters and the development of a communication guideline. Endpoint measures included the participation rate, compliance, quality of the CE programme, teaching practices, knowledge, network activities, communication, number of patients treated and patient satisfaction. Results Sixty-three physical therapists out of 193 practices (33%) participated in the project. They all completed the education programmes and were formally registered. All evaluations of the education programmes showed positive scores. Knowledge scores increased significantly directly after the training course and at 18 months. A draft guideline on communication between physical therapists and rheumatologists was developed, and 4 newsletters were distributed. A substantial proportion of physical therapists and rheumatologists reported improved communication at 18 months. The mean number of patients treated by physical therapists participating in the networks increased significantly. Patients' satisfaction scores within the networks were significantly higher than those from outside the networks at 18 months. Conclusions Setting up a system of networks for continuing education for physical therapists regarding the treatment of patients with rheumatic diseases is feasible. Further research will focus on the effectiveness of the system and its implementation on a larger scale. PMID:16773150

  15. Telehealth: An Assessment of Growth and Distribution.

    ERIC Educational Resources Information Center

    Grigsby, William J.

    2002-01-01

    National surveys of telehealth networks, 1994-99, examined program characteristics; clinical activities (telemedicine); nonclinical activities related to continuing medical education, paraprofessional training, health promotion, administration, and research; technology; and barriers to growth and sustainability. Despite growing utilization,…

  16. Formal and Informal Continuing Education Activities and Athletic Training Professional Practice

    PubMed Central

    Armstrong, Kirk J.; Weidner, Thomas G.

    2010-01-01

    Abstract Context: Continuing education (CE) is intended to promote professional growth and, ultimately, to enhance professional practice. Objective: To determine certified athletic trainers' participation in formal (ie, approved for CE credit) and informal (ie, not approved for CE credit) CE activities and the perceived effect these activities have on professional practice with regard to improving knowledge, clinical skills and abilities, attitudes toward patient care, and patient care itself. Design: Cross-sectional study. Setting: Athletic training practice settings. Patients or Other Participants: Of a geographic, stratified random sample of 1000 athletic trainers, 427 (42.7%) completed the survey. Main Outcome Measure(s): The Survey of Formal and Informal Athletic Training Continuing Education Activities was developed and administered electronically. The survey consisted of demographic characteristics and Likert-scale items regarding CE participation and perceived effect of CE on professional practice. Internal consistency of survey items was determined using the Cronbach α (α  =  0.945). Descriptive statistics were computed for all items. An analysis of variance and dependent t tests were calculated to determine differences among respondents' demographic characteristics and their participation in, and perceived effect of, CE activities. The α level was set at .05. Results: Respondents completed more informal CE activities than formal CE activities. Participation in informal CE activities included reading athletic training journals (75.4%), whereas formal CE activities included attending a Board of Certification–approved workshop, seminar, or professional conference not conducted by the National Athletic Trainers' Association or affiliates or committees (75.6%). Informal CE activities were perceived to improve clinical skills or abilities and attitudes toward patient care. Formal CE activities were perceived to enhance knowledge. Conclusions: More respondents completed informal CE activities than formal CE activities. Both formal and informal CE activities were perceived to enhance athletic training professional practice. Informal CE activities should be explored and considered for CE credit. PMID:20446842

  17. Using the Virtual Gym for Practice and Drills

    ERIC Educational Resources Information Center

    Fiorentino, Leah Holland; Gibbone, Anne

    2005-01-01

    Enthusiastic elementary physical educators continually investigate effective ways to encourage students to engage in more physical activity. The most effective teachers look for interesting strategies and innovations that engage learners of all ability levels. A new innovation, the "Virtual Gym," addresses physical educators' concerns about…

  18. Professional Development Settings: More than Time, Place, Activity

    ERIC Educational Resources Information Center

    Rosemary, Catherine A.; Feldman, Naomi

    2009-01-01

    Like authors who create settings as integral components of engaging narratives, thoughtful literacy coaches and other educators who plan and implement professional development consider elements of settings to engage teachers in continuous learning. Many teacher educators, researchers, administrators, literacy coaches, and K-12 teachers understand…

  19. 38 CFR 23.215 - Membership practices of certain organizations.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... VETERANS AFFAIRS (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES... students in attendance at institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and... Christian Association (YMCA), the Young Women's Christian Association (YWCA), the Girl Scouts, the Boy...

  20. 38 CFR 23.215 - Membership practices of certain organizations.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... VETERANS AFFAIRS (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES... students in attendance at institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and... Christian Association (YMCA), the Young Women's Christian Association (YWCA), the Girl Scouts, the Boy...

  1. 38 CFR 23.215 - Membership practices of certain organizations.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... VETERANS AFFAIRS (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES... students in attendance at institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and... Christian Association (YMCA), the Young Women's Christian Association (YWCA), the Girl Scouts, the Boy...

  2. 38 CFR 23.215 - Membership practices of certain organizations.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... VETERANS AFFAIRS (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES... students in attendance at institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and... Christian Association (YMCA), the Young Women's Christian Association (YWCA), the Girl Scouts, the Boy...

  3. 38 CFR 23.215 - Membership practices of certain organizations.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... VETERANS AFFAIRS (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES... students in attendance at institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and... Christian Association (YMCA), the Young Women's Christian Association (YWCA), the Girl Scouts, the Boy...

  4. 28 CFR 54.450 - Athletics.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Administration DEPARTMENT OF JUSTICE (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or... unequal expenditures for male and female teams if a recipient operates or sponsors separate teams will not...

  5. 28 CFR 54.450 - Athletics.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Administration DEPARTMENT OF JUSTICE (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or... unequal expenditures for male and female teams if a recipient operates or sponsors separate teams will not...

  6. 32 CFR 196.520 - Job classification and structure.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... (CONTINUED) MISCELLANEOUS NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  7. 32 CFR 196.520 - Job classification and structure.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... (CONTINUED) MISCELLANEOUS NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  8. 28 CFR 54.450 - Athletics.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Administration DEPARTMENT OF JUSTICE (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or... unequal expenditures for male and female teams if a recipient operates or sponsors separate teams will not...

  9. 28 CFR 54.450 - Athletics.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Administration DEPARTMENT OF JUSTICE (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or... unequal expenditures for male and female teams if a recipient operates or sponsors separate teams will not...

  10. 32 CFR 196.520 - Job classification and structure.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... (CONTINUED) MISCELLANEOUS NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  11. 32 CFR 196.520 - Job classification and structure.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... (CONTINUED) MISCELLANEOUS NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  12. 32 CFR 196.520 - Job classification and structure.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... (CONTINUED) MISCELLANEOUS NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education Programs or... as being for males or for females; (b) Maintain or establish separate lines of progression, seniority...

  13. Sports and recreational injuries in children and adolescents: prevention and education.

    PubMed

    Davis, Elaine K

    2004-01-01

    Youth and children's sports are becoming increasingly popular in America. Previous studies have shown that children and adolescents are not small adults in their responses to exercise and stress. As children around the world become involved in more competitive and organized sports activities, the frequency and severity of acute and overuse injuries continue to rise. Safety guidelines, protective equipment and prevention education are crucial to reducing pediatric recreational and sports injuries. Preventing injuries and ensuring safe athletic practices are necessary for children and adolescents to continue to receive benefits from organized sports and recreational activities. Efforts to minimize these injuries are warranted both to ensure the long-term health of children and to reduce medical costs.

  14. STEREO Education and Public Outreach Efforts

    NASA Technical Reports Server (NTRS)

    Kucera, Therese

    2007-01-01

    STEREO has had a big year this year with its launch and the start of data collection. STEREO has mostly focused on informal educational venues, most notably with STEREO 3D images made available to museums through the NASA Museum Alliance. Other activities have involved making STEREO imagery available though the AMNH network and Viewspace, continued partnership with the Christa McAuliffe Planetarium, data sonification projects, preservice teacher training, and learning activity development.

  15. Using an expanded outcomes framework and continuing education evidence to improve facilitation of patient-centered medical home recognition and transformation.

    PubMed

    Van Hoof, Thomas J; Kelvey-Albert, Michele; Katz, Matthew; Lalime, Ken; Sacks, Ken; Meehan, Thomas P

    2014-01-01

    The patient-centered medical home is a model for delivering primary care in the United States. Primary care clinicians and their staffs require assistance in understanding the innovation and in applying it to practice. The purpose of this article is to describe and to critique a continuing education program that is relevant to, and will become more common in, primary care. A multifaceted educational strategy prepared 20 primary care private practices to achieve National Committee for Quality Assurance Level 3 recognition as Patient-Centered Medical Homes. Eighteen (90%) practices submitted an application to the National Committee for Quality Assurance. On the first submission attempt, 13 of 18 (72%) achieved Level 3 recognition and 5 (28%) achieved Level 1 recognition. An interactive multifaceted educational strategy can be successful in preparing primary care practices for Patient-Centered Medical Homes recognition, but the strategy may not ensure transformation. Future educational activities should consider an expanded outcomes framework and the evidence of effective continuing education to be more successful with recognition and transformation.

  16. Leadership roles, competencies, and education: how prepared are our nurse managers?

    PubMed

    Kleinman, Carol S

    2003-09-01

    Although they are responsible for the operation of business units, nurse managers are often less well prepared to manage the business activities than the clinical activities. Perceptions of nurse managers and nurse executives regarding competencies required for nursing management roles and the educational preparation required to attain them were examined. Results indicate the groups are in basic agreement about required competencies, though nurse managers appear less clear about nurse executive role responsibilities. Nurse executives value the acquisition of a master's degree as essential for nurse manager performance, while fewer nurse managers agree. Strategies nurse executives may employ to develop nurse manager business knowledge include traditional undergraduate and graduate degree programs, online programs, certificate programs, continuing education, inservice education offerings, seminars, and mentoring activities.

  17. Development and Validation of Web-Based Question Bank and Evaluation of Its Utility among Students and Teachers

    ERIC Educational Resources Information Center

    Parthasarathy, M.; Ananthasayanam, R.

    2016-01-01

    Rushing efforts are taken by developing and under-developed countries to match educational standards of developed countries. Education is a life-long activity and continuing process for which necessary steps are initiated to offer and gain with minimum cost of resources. Creating Open Educational Resources (OER) is the preferably right choice in…

  18. Making an Educational Innovation Stick: Building State Networks to Support Experience-Based Career Education.

    ERIC Educational Resources Information Center

    Bridgeford, Nancy; Douglas, Marcia

    A study assessed the activities of five state networks that were designed to transfer experience-based career education (EBCE) ownership to appropriate state and local institutions and to develop a state-level support system for continued implementation of EBCE in local districts. Focus of the analysis was on factors contributing to EBCE entry,…

  19. The Play Community: A Student-Centered Model for Physical Education

    ERIC Educational Resources Information Center

    Johnson, Tyler G.; Bolter, Nicole D.; Stoll, Sharon Kay

    2014-01-01

    As a result of their participation in K-12 physical education, students should obtain high levels of physical activity and learn motor and/or sport skills. How to accomplish these outcomes in the context of K-12 physical education is a continuous challenge for teachers. The purpose of this article is to introduce the play community model, which…

  20. Exploring the Synergy between Sport Education and In-School Sport Participation

    ERIC Educational Resources Information Center

    Knowles, Alex; Wallhead, Tristan L.; Readdy, Tucker

    2018-01-01

    One of the primary goals of physical education is for students to gain the motivation to continue to be physically active outside of curriculum time. The purpose of this study was to use a case study approach to examine elementary students' responses to Sport Education and how it influenced their choice to participate in the same sports during…

  1. Social Class and Education in Modern Britain: Why Inequalities Persist and How Can We Explain Them

    ERIC Educational Resources Information Center

    Themelis, Spyros

    2013-01-01

    This paper discusses the historical continuity and persistence of educational inequalities I postwar Britain. It shows that despite much policy activity, educational inequalities have never really been the real target of policy action. Rather, a more concrete policy target has been the support of the markets, which were expected to act an…

  2. The Twenty-Third Dudley Allen Sargent Commemorative Lecture 2003: Knowledge and Physical Activity in Higher Education

    ERIC Educational Resources Information Center

    Estes, Steven G.

    2003-01-01

    In preparation for this lecture, the author read, among other studies, previous Sargent, Homans, and Hannah lectures. These papers read well, and, they continue to inform people today. Importantly, these lecturers addressed timely issues that confronted physical education in higher education and to some extent shaped the field as one now knows it.…

  3. Innovation in Education. News from the Centre for Educational Research and Innovation OECD Paris. Number 3.

    ERIC Educational Resources Information Center

    Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.

    Brief notices of topics arising during the preceding four months from the Center's continuing program of work on behalf of Member countries of the Organisation for Economic Co-operation and Development (OECD) are given in this news-sheet. CERI's interest and activity focus on three areas: 1) Research into the relations between education and…

  4. Activity-Based Budgeting in Higher Education

    ERIC Educational Resources Information Center

    Szatmary, David P.

    2011-01-01

    As other universities across the country struggle with their financial challenges, continuing education units can serve the same pioneering role in the development of new financial and budget systems. Confronted by serious financial shortfalls during the last three decades, university administrators started to focus on new budget and revenue…

  5. 76 FR 81514 - Agency Information Collection Activities: Proposed Collection: Comment Request

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-12-28

    ... Health Education Centers Project on the Mental and Behavioral Health and Substance Abuse Issues of..., and quality of health care personnel. The AHEC Program grantees include schools of medicine or... continuing education (CE) to civilian primary care, mental and behavioral health, and other healthcare...

  6. Designing and Implementing Online Professional Development Workshops

    ERIC Educational Resources Information Center

    Kleiman, Glenn; Dash, Terry; Ethier, Denise; Johnson, Kirsten; Metrick, Susan; Treacy, Barbara

    2000-01-01

    This report provides useful information for those who are planning to incorporate online learning into professional development programs, as well as those who will design and implement online professional development activities. The Education Development center, Inc. (EDC) Center for Online Professional Education is continuing to explore this new…

  7. 77 FR 12315 - Agency Information Collection Activities: Submission for OMB Review; Comment Request

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-29

    ... Act of 1995: Proposed Project: Area Health Education Centers Project on the Mental and Behavioral... by providing continuing education (CE) to civilian primary care, mental and behavioral health, and... clinical or administrative practice, and provide aggregate information about the providers trained and...

  8. Active Reading Experience Questionnaire: Development and Validation of an Instrument for Studying Active Reading Activities

    ERIC Educational Resources Information Center

    Palilonis, Jennifer; Butler, Darrell

    2015-01-01

    The increasing adoption of mobile platforms and digital textbooks in university classrooms continues to have a profound impact on higher education. Advocates believe that providing students digital textbooks with built-in annotation features and interactive study tools will improve learning by facilitating active reading, a task essential to…

  9. Preferences for and Barriers to Formal and Informal Athletic Training Continuing Education Activities

    PubMed Central

    Armstrong, Kirk J.; Weidner, Thomas G.

    2011-01-01

    Context: Our previous research determined the frequency of participation and perceived effect of formal and informal continuing education (CE) activities. However, actual preferences for and barriers to CE must be characterized. Objective: To determine the types of formal and informal CE activities preferred by athletic trainers (ATs) and barriers to their participation in these activities. Design: Cross-sectional study. Setting: Athletic training practice settings. Patients or Other Participants: Of a geographically stratified random sample of 1000 ATs, 427 ATs (42.7%) completed the survey. Main Outcome Measure(s): As part of a larger study, the Survey of Formal and Informal Athletic Training Continuing Education Activities (FIATCEA) was developed and administered electronically. The FIATCEA consists of demographic characteristics and Likert scale items (1 = strongly disagree, 5 = strongly agree) about preferred CE activities and barriers to these activities. Internal consistency of survey items, as determined by Cronbach α, was 0.638 for preferred CE activities and 0.860 for barriers to these activities. Descriptive statistics were computed for all items. Differences between respondent demographic characteristics and preferred CE activities and barriers to these activities were determined via analysis of variance and dependent t tests. The α level was set at .05. Results: Hands-on clinical workshops and professional networking were the preferred formal and informal CE activities, respectively. The most frequently reported barriers to formal CE were the cost of attending and travel distance, whereas the most frequently reported barriers to informal CE were personal and job-specific factors. Differences were noted between both the cost of CE and travel distance to CE and all other barriers to CE participation (F1,411 = 233.54, P < .001). Conclusions: Overall, ATs preferred formal CE activities. The same barriers (eg, cost, travel distance) to formal CE appeared to be universal to all ATs. Informal CE was highly valued by ATs because it could be individualized. PMID:22488195

  10. 7 CFR 3402.8 - Fellowship activities.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 15 2010-01-01 2010-01-01 false Fellowship activities. 3402.8 Section 3402.8 Agriculture Regulations of the Department of Agriculture (Continued) COOPERATIVE STATE RESEARCH, EDUCATION, AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS...

  11. Project WET Curriculum and Activity Guide 2.0

    ERIC Educational Resources Information Center

    Project WET Foundation, 2011

    2011-01-01

    The "Project WET Curriculum and Activity Guide 2.0" continues Project WET's dedication to 21st-century, cutting-edge water education. Now in full color, Guide 2.0 offers new activities on topics such as National Parks and storm water, fully revised and updated activities from the original Guide and the very best activities gathered from all of…

  12. The need to advance nutrition education in the training of health care professionals and recommended research to evaluate implementation and effectiveness1234

    PubMed Central

    Kris-Etherton, Penny M; Akabas, Sharon R; Bales, Connie W; Bistrian, Bruce; Braun, Lynne; Edwards, Marilyn S; Laur, Celia; Lenders, Carine M; Levy, Matthew D; Palmer, Carole A; Pratt, Charlotte A; Ray, Sumantra; Rock, Cheryl L; Saltzman, Edward; Seidner, Douglas L; Van Horn, Linda

    2014-01-01

    Nutrition is a recognized determinant in 3 (ie, diseases of the heart, malignant neoplasms, cerebrovascular diseases) of the top 4 leading causes of death in the United States. However, many health care providers are not adequately trained to address lifestyle recommendations that include nutrition and physical activity behaviors in a manner that could mitigate disease development or progression. This contributes to a compelling need to markedly improve nutrition education for health care professionals and to establish curricular standards and requisite nutrition and physical activity competencies in the education, training, and continuing education for health care professionals. This article reports the present status of nutrition and physical activity education for health care professionals, evaluates the current pedagogic models, and underscores the urgent need to realign and synergize these models to reflect evidence-based and outcomes-focused education. PMID:24717343

  13. Continuing medical education.

    PubMed

    Todd, D

    1987-04-01

    With the rapid advances in medical science and increasing complexities of patient care, the need for continuing medical education (CME) is widely accepted by the profession. CME follows general and higher professional training, and should be a life long process. Teaching hospitals and postgraduate professional institutions play vital roles in organising, promoting, and monitoring this activity. CME directorates should be established. University authorities must recognise the important role of medical teachers in postgraduate and continuing medical education, and the staff establishment and terms of service should be held regularly. Medical libraries should have easy borrowing facilities. Self-assessment and audio-visual material are particularly helpful to the busy practitioner and inexpensive local or regional journals of quality can provide pertinent and up-to-date information. All charges for attending scientific meetings and educational material should be tax deductible or subsidized. The effectiveness of CME is difficult to assess and participation is almost impossible to enforce. Much depends on the standard of medical practice wanted by society. Recertification of general practitioners or specialists poses many problems. On the other hand, completion of self-assessment programmes, active participation at medical meetings, contributions to scientific literature, and membership of medical societies with built-in peer review could be monitored and regularly used to evaluate professional status.

  14. Learning Transfer and Its Intentionality in Adult and Continuing Education

    ERIC Educational Resources Information Center

    Foley, Jeffrey M.; Kaiser, Leann M. R.

    2013-01-01

    Broad (1997) defined learning transfer as the "effective and continuing application by learners--to their performance of jobs or other individual, organizational, or community responsibilities--of knowledge and skills gained in the learning activities" (p. 2). This chapter offers an introduction to learning transfer and the major concepts related…

  15. Factors Influencing Continuing Professional Development: A Delphi Study among Nursing Experts

    ERIC Educational Resources Information Center

    Brekelmans, Gerard; Poell, Rob F.; van Wijk, Kees

    2013-01-01

    Purpose: The aim of this paper is to present an inventory of expert opinions on the factors that influence the participation of registered nurses in continuing professional development (CPD) activities. Design/methodology/approach: A Delphi study was conducted among 38 Dutch experts (nursing employers, managers, education institutions, and…

  16. 32 CFR 196.455 - Textbooks and curricular material.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 32 National Defense 2 2010-07-01 2010-07-01 false Textbooks and curricular material. 196.455 Section 196.455 National Defense Department of Defense (Continued) OFFICE OF THE SECRETARY OF DEFENSE (CONTINUED) MISCELLANEOUS NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discriminatio...

  17. Preparing Rural Students for an Urban Environment. ERIC Digest.

    ERIC Educational Resources Information Center

    Swift, Doug

    Continued, substantial migration of rural students to urban areas for work or further education can be expected, and preparing students for the move from rural to metropolitan areas is an important responsibility for educators. The differences between rural and metropolitan areas are significant, and appropriate preparatory activities in high…

  18. 38 CFR 21.7152 - Certification of enrollment.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Certification of enrollment. 21.7152 Section 21.7152 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI Bill-Active Duty) Pursuit of...

  19. Teens in Transition: A Workshop on Teen Sexuality and AIDS for Youth-Serving Professionals.

    ERIC Educational Resources Information Center

    Deveny, Mary Alice

    1993-01-01

    Provides excerpts from a presentation at a librarians' continuing education workshop on teen sexuality and AIDS (Acquired Immune Deficiency Syndrome), together with participants questions and comments. Goals of an HIV (Human Immunodeficiency Virus) education program are presented, and activities for librarians are suggested. (EAM)

  20. Inspiring Educators to Teach Wind Energy

    ERIC Educational Resources Information Center

    Perez, Gustavo

    2013-01-01

    The need to teach students about alternative energy will continue to gain importance given the increasing growth and demands of the renewable energy industry. This article describes an activity focused on wind energy that the author introduced at the Annual STEM Symposium sponsored by Texas's Region One Education Service Center that can be…

  1. 38 CFR 23.550 - Sex as a bona fide occupational qualification.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Sex as a bona fide... VETERANS AFFAIRS (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education...

  2. 38 CFR 23.550 - Sex as a bona fide occupational qualification.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2011-07-01 2011-07-01 false Sex as a bona fide... VETERANS AFFAIRS (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education...

  3. 38 CFR 23.550 - Sex as a bona fide occupational qualification.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2014-07-01 2014-07-01 false Sex as a bona fide... VETERANS AFFAIRS (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education...

  4. 38 CFR 23.550 - Sex as a bona fide occupational qualification.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2013-07-01 2013-07-01 false Sex as a bona fide... VETERANS AFFAIRS (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education...

  5. 38 CFR 23.550 - Sex as a bona fide occupational qualification.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2012-07-01 2012-07-01 false Sex as a bona fide... VETERANS AFFAIRS (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Employment in Education...

  6. Forces Affecting Educational Decisions.

    ERIC Educational Resources Information Center

    Sullivan, Neil V.

    This speech begins with a discussion of broad social and political patterns and trends that are currently developing and continues to the specific unresolved social issues which will affect the nature and structure of educational systems. Those issues seen by the author is most likely to produce the greatest amount of activity are integration, the…

  7. A Self-Determined Perspective of the Sport Education Model

    ERIC Educational Resources Information Center

    Perlman, Dana; Goc Karp, Grace

    2010-01-01

    Background: The relationship between outcomes, such as student learning, student motivation, and continued participation in activity, remains an important research focus within physical education. In particular, research has shown that secondary students exhibit behaviors indicative of low levels of motivation. Thus, there is a need for teachers…

  8. 28 CFR 54.455 - Textbooks and curricular material.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Textbooks and curricular material. 54.455 Section 54.455 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or...

  9. Funding Music: Guidelines for Grant Writing in the Music Classroom

    ERIC Educational Resources Information Center

    Rajan, Rekha S.

    2016-01-01

    With music education's continued unstable role within the school system, music educators are actively seeking external funding to support and augment their programs. However, there are many challenges involved with grant writing including understanding where to find potential funders, writing the proposal, developing a budget, and including an…

  10. Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning

    ERIC Educational Resources Information Center

    Bates, A. W.; Sangra, Albert

    2011-01-01

    Universities continue to struggle in their efforts to fully integrate information and communications technology within their activities. Based on examination of current practices in technology integration at 25 universities worldwide, this book argues for a radical approach to the management of technology in higher education. It offers…

  11. Fit for Life.

    ERIC Educational Resources Information Center

    Vail, Kathleen

    1999-01-01

    Children who hate gym grow into adults who associate physical activity with ridicule and humiliation. Physical education is reinventing itself, stressing enjoyable activities that continue into adulthood: aerobic dance, weight training, fitness walking, mountain biking, hiking, inline skating, karate, rock-climbing, and canoeing. Cooperative,…

  12. Knowledge translation research: the science of moving research into policy and practice.

    PubMed

    Curran, Janet A; Grimshaw, Jeremy M; Hayden, Jill A; Campbell, Barbara

    2011-01-01

    Research findings will not change health outcomes unless health care organizations, systems, and professionals adopt them in practice. Knowledge translation research is the scientific study of the methods to promote the uptake of research findings by patients, health care providers, managers, and policy makers. Many forms of enquiry addressing different questions are needed to develop the evidence base for knowledge translation. In this paper we will present a description of the broad scope of knowledge translation research with a reflection on activities needed to further develop the science of knowledge translation. Consideration of some of the shared research challenges facing the fields of knowledge translation and continuing professional development will also be presented. Copyright © 2010 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  13. The impact of nursing education and job characteristics on nurse's perceptions of their family nursing practice skills.

    PubMed

    Svavarsdottir, Erla Kolbrun; Sigurdardottir, Anna Olafia; Konradsdottir, Elisabet; Tryggvadottir, Gudny Bergthora

    2018-04-25

    Implementing family system nursing in clinical settings is on the rise. However, little is known about the impact of graduate school education as well as continuing education in family systems nursing (FSN) on nurses' perceptions of their family nursing practice. To evaluate the level of nursing education, having taken a continuing hospital educational course in family system nursing (FN-ETI programme), and the impact of job characteristics on nurses' perceptions of their family nursing practice skills. Participants were 436 nurses with either a BSc degree or graduate degree in nursing. The Job Demand, Control and Support model guided the study (R. Karasek and T. Theorell, 1992, Healthy Work: Stress, Productivity, and the Reconstruction of Working Life, Basic Books, New York, NY). Scores for the characteristics of job demands and job control were created to categorise participants into four job types: high strain (high demand, low control), passive (low demand, low control), low strain (low demand, high control) and active (high demand, high control). Nurses with a graduate education who had taken the FN-ETI programme scored significantly higher on the Family Nursing Practice Scale than nurses with an undergraduate education. Nurses who were characterised as low strain or active scored significantly higher on the Family Nursing Practice Scale than the nurses who were characterised as high strain. Further, the interaction of education by job type was significant regarding family nursing practice skills. Hierarchical regression revealed 25% of the variance in family nursing practice skills was explained by job control, family policy on the unit, graduate education and employment on the following divisions: Maternal-Child, Emergency, Mental Health or Internal Medicine. Graduate education plus continuing education in FSN can offer nurses increased job opportunities more control over one's work as well as increased skills working with families in clinical settings. © 2018 Nordic College of Caring Science.

  14. In Pursuit of Social Democracy: Shena Simon and the Reform of Secondary Education in England, 1938-1948

    ERIC Educational Resources Information Center

    Ku, Hsiao-Yuh

    2018-01-01

    Shena Simon (1883-1972), a leading English socialist and educationist, actively called for the reform of secondary education in the 1930s and 1940s in order to bring the ideal of 'equality of opportunity' into the English educational system. This paper explores the continuity and changes in Simon's proposed reforms in relation to her ideals of…

  15. Illinois Community College Board FY 2004 Adult Education and Family Literacy Report to the Governor and General Assembly

    ERIC Educational Resources Information Center

    Illinois Community College Board, 2004

    2004-01-01

    The Illinois Community College Board (ICCB) continues its commitment to expand Adult Education and Family Literacy programs necessary for individuals and families to have a high quality work and life in Illinois. This report provides a summary of ICCB programs and activities in adult education and family literacy during the fiscal year July 1,…

  16. Analyzing Knowledge Dimensions and Cognitive Process of a Project-Based Online Discussion Instructional Activity Using Facebook in an Adult and Continuing Education Course

    ERIC Educational Resources Information Center

    Lin, Peng-Chun; Hou, Huei-Tse; Wang, Shu-Ming; Chang, Kuo-En

    2013-01-01

    In recent years, social networking services (SNSs), for example, Facebook, have shown exponential growth in their number of users. Witnessing the popularity of these SNSs, educational researchers have also explored the potential educational value of using SNSs. Despite the few studies that have investigated learners' attitudes toward and the…

  17. Global Connections to Global Partnerships: Navigating the Changing Landscape of Internationalism and Cross-Border Higher Education

    ERIC Educational Resources Information Center

    Olcott, Don, Jr.

    2009-01-01

    The purpose of this article is to provide continuing higher education leaders with a comprehensive overview of the major considerations for doing business in the global market. Included is an analysis of the driving forces in global higher education and current trends in cross-border programs and a brief review of activities that may be part of a…

  18. Towards vertical integration in general practice education: literature review and discussion paper.

    PubMed

    O'Regan, A; Culhane, A; Dunne, C; Griffin, M; Meagher, D; McGrath, D; O'Dwyer, P; Cullen, W

    2013-09-01

    Medical education policy in Ireland has enabled an increase in undergraduate and postgraduate education activity in general practice. Internationally, 'vertical integration in general practice education' is suggested as a key strategy to support the implementation of this policy development. To review the emerging literature on vertical integration in GP education, specifically to define the concept of 'vertical integration' with regard to education in general practice and to describe its benefits and challenges. We searched 'Pubmed', 'Academic Search Complete', 'Google', and 'MEDLINE' databases using multiple terms related to 'vertical integration' and 'general practice education' for relevant articles published since 2001. Discussion papers, reports, policy documents and position statements were identified from reference lists and retrieved through internet searches. The key components of 'vertical integration' in GP education include continuous educational pathway, all stages in GP education, supporting the continuing educational/professional development needs of learners at each stage and effective curriculum planning and delivery. Many benefits (for GPs, learners and the community) and many challenges (for GPs/practices, learners and GPs in training) have been described. Characteristics of successful implementation include role sharing and collaborative organisational structures. Recent developments in medical education in Ireland, such as the increase in medical school clinical placements in general practice and postgraduate GP training and the introduction of new competence assurance requirements offer an important opportunity to further inform how vertical integration can support increased educational activity in general practice. Describing this model, recognising its benefits and challenges and supporting its implementation in practice are priorities for medical education in Ireland.

  19. Utilization of two web-based continuing education courses evaluated by Markov chain model.

    PubMed

    Tian, Hao; Lin, Jin-Mann S; Reeves, William C

    2012-01-01

    To evaluate the web structure of two web-based continuing education courses, identify problems and assess the effects of web site modifications. Markov chain models were built from 2008 web usage data to evaluate the courses' web structure and navigation patterns. The web site was then modified to resolve identified design issues and the improvement in user activity over the subsequent 12 months was quantitatively evaluated. Web navigation paths were collected between 2008 and 2010. The probability of navigating from one web page to another was analyzed. The continuing education courses' sequential structure design was clearly reflected in the resulting actual web usage models, and none of the skip transitions provided was heavily used. The web navigation patterns of the two different continuing education courses were similar. Two possible design flaws were identified and fixed in only one of the two courses. Over the following 12 months, the drop-out rate in the modified course significantly decreased from 41% to 35%, but remained unchanged in the unmodified course. The web improvement effects were further verified via a second-order Markov chain model. The results imply that differences in web content have less impact than web structure design on how learners navigate through continuing education courses. Evaluation of user navigation can help identify web design flaws and guide modifications. This study showed that Markov chain models provide a valuable tool to evaluate web-based education courses. Both the results and techniques in this study would be very useful for public health education and research specialists.

  20. Utilization of two web-based continuing education courses evaluated by Markov chain model

    PubMed Central

    Lin, Jin-Mann S; Reeves, William C

    2011-01-01

    Objectives To evaluate the web structure of two web-based continuing education courses, identify problems and assess the effects of web site modifications. Design Markov chain models were built from 2008 web usage data to evaluate the courses' web structure and navigation patterns. The web site was then modified to resolve identified design issues and the improvement in user activity over the subsequent 12 months was quantitatively evaluated. Measurements Web navigation paths were collected between 2008 and 2010. The probability of navigating from one web page to another was analyzed. Results The continuing education courses' sequential structure design was clearly reflected in the resulting actual web usage models, and none of the skip transitions provided was heavily used. The web navigation patterns of the two different continuing education courses were similar. Two possible design flaws were identified and fixed in only one of the two courses. Over the following 12 months, the drop-out rate in the modified course significantly decreased from 41% to 35%, but remained unchanged in the unmodified course. The web improvement effects were further verified via a second-order Markov chain model. Conclusions The results imply that differences in web content have less impact than web structure design on how learners navigate through continuing education courses. Evaluation of user navigation can help identify web design flaws and guide modifications. This study showed that Markov chain models provide a valuable tool to evaluate web-based education courses. Both the results and techniques in this study would be very useful for public health education and research specialists. PMID:21976027

  1. [Realization of the modern educational concept for the organization of the teaching and learning activities at the Department of Forensic Medicine of I.M. Sechenov First Moscow State Medical University, Ministry of Health of the Russian Federation].

    PubMed

    Pigolkin, Yu I; Lomakin, Yu V; Leonova, E N

    The modern educational concept for the organization of the teaching and learning activities (continuous, free, and open education) implies the necessity for its implementation the development and introduction of the new approaches to the work with the students. This problem should be addressed based on the use of the up-to-date technologies for education of the adult subjects. Such technologies find the increasingly wider application at the Department of Forensic Medicine of the I.M. Sechenov First Moscow State Medical University. It markedly contributes to the improvement of the quality of education.

  2. Collaboration between dental faculties and National Dental Associations (NDAs) within the World Dental Federation-European Regional Organization zone: an NDAs perspective.

    PubMed

    Yamalik, Nermin; Mersel, Alex; Cavalle, Edoardo; Margvelashvili, Vladimer

    2011-12-01

    Although improvements in certain oral health measures have been achieved, many global oral health matters and challenges exist. Collaborations and partnerships among various institutions are crucial in solving such problems. The main aim of the present study was to analyse the nature and extent of the partnership between dental faculties and National Dental Associations (NDAs). A questionnaire was developed, focusing on the relationship between NDAs and dental faculties within the World Dental Federation-European Regional Organization (FDI-ERO) zone with regard to major professional activities, such as dental education (both undergraduate and continuing education), workforce issues, improvement of national oral health, and science and knowledge transfer. The questionnaire was sent to all member NDAs within the ERO zone. The response rate was 21/41 (53.65%). The major activities in which NDAs were found to be involved were improvement of national oral health (100%), followed by continuing education activities (90%), whereas the activity which received least involvement was the development of an undergraduate dental curriculum (52%). The NDAs perceived their relationship with dental faculties to be quite satisfactory in the fields of continuing education, science and knowledge transfer, and the implementation of new technologies into daily dental practice. However, it was suggested that their relationship needed significant improvement with regard to the development of an undergraduate dental education curriculum, dental workforce issues and negotiations with the authorities regarding professional matters/issues. As the two important elements of organised dentistry, NDAs and dental faculties have a significant role to play in the improvement of oral health and in finding solutions to global oral health challenges; therefore, their collaboration and partnership are crucial for this purpose. On the basis of the perceptions of NDAs regarding their relationship with dental faculties, it can be concluded that their partnership can and should be further improved. © 2011 FDI World Dental Federation.

  3. Content Integrity, Conflict of Interest, and Commercial Support: Defining and Operationalizing the Terms.

    PubMed

    Dickerson, Pam; Chappell, Kathy

    2015-01-01

    One of the hallmarks of quality continuing education developed using accreditation criteria is content integrity. Components of content integrity include identifying, resolving, and disclosing conflict of interest; ensuring content is based on the best available evidence; managing commercial support (if applicable); and presenting the educational activity free of promotion or bias. This article explores content integrity, conflict of interest, and commercial support. Understanding and being able to operationalize these concepts will enable providers to offer high-quality educational activities that promote the professional development of nurses and/or improve the quality of patient care.

  4. Study of relation of continuing medical education to quality of family physicians' care.

    PubMed

    Dunn, E V; Bass, M J; Williams, J I; Borgiel, A E; MacDonald, P; Spasoff, R A

    1988-10-01

    A random sample of 120 physicians in Ontario was studied to assess quality of care in primary care and test an hypothesis that quality of care was related to continuing medical education (CME) activities. The quality-of-care scores were obtained by an in-office audit of a random selection of charts. The scores were global scores for charting, prevention, the use of 13 classes of drugs, and care of a two-year period for 182 different diagnoses. There were no relationships between global quality-of-care scores based on these randomly chosen charts and either the type or quantity of the physicians' CME activities. These activities were reading journals, attending rounds, attending scientific conferences, having informal consultations, using audio and video cassettes, and engaging in self-assessment. The implications of these findings are significant for future research in CME and for planners of present CME programs.

  5. An innovative approach to enhancing continuing education activities for practising pharmacists using clicker technology.

    PubMed

    Grzeskowiak, Luke E; To, Josephine; Thomas, Alicia E; Phillips, Adam J

    2014-12-01

    The objective of this study was to evaluate the use of an audience response system (i.e. clickers) as an engaging tool for learning and examine its potential for enhancing continuing education (CE) activities. Attendees at a symposium were invited to utilise and evaluate the use of clickers. Electronic data relating to participant demographics and feedback were collected using clickers during the symposium. The 60 attendees who used the clickers were mostly pharmacists (76%) who worked in hospital pharmacy practice (86%). Attendees strongly agreed or agreed that clickers were easy to use (94%), enhanced interaction (98%), allowed comparison of knowledge with that of their peers (78%), brought to attention their knowledge deficits (64%) and should be used again (94%). The innovative use of clickers at the symposium was very well received by all attendees and offered a number of benefits, including the ability to provide a more engaging and interactive CE activity.

  6. Lifelong learning in the 21st century and beyond.

    PubMed

    Collins, Jannette

    2009-01-01

    Lifelong learning is now recognized by educators, governing bodies, accreditation organizations, certification boards, employers, third-party payers, and the general public as one of the most important competencies that people must possess. Promoting lifelong learning as continuous, collaborative, self-directed, active, broad in domain, everlasting, positive and fulfilling, and applicable to one's profession as well as all aspects of one's life has emerged as a major global educational challenge. Meeting this challenge will require changes in the way teachers teach and learners learn, as teachers take on a more facilitative role and learners take more responsibility for setting goals, identifying resources for learning, and reflecting on and evaluating their learning. For physicians, this will require less dependence on traditional educational venues, such as passive continuing medical education activities, and greater participation in self-assessment, peer assessment, evaluation of performance in practice, documentation of practice-based learning and improvement activities, and learning at the point of care. Radiologists in an academic setting are exposed to multiple opportunities for practicing lifelong learning, such as teaching others, participating in multidisciplinary conferences and journal clubs, and engaging in research. All radiologists can participate in self-audits and group audits of performance and become active participants in national radiology societies, where they can learn from each other. Participation in the American Board of Radiology's Maintenance of Certification program reflects a commitment to actively engage in lifelong learning and is one way of demonstrating to the general public a commitment to maintaining competence. (c) RSNA, 2009.

  7. The ERA-EDTA today and tomorrow: a progress document by the ERA-EDTA Council.

    PubMed

    Zoccali, Carmine; Arici, Mustafa; Blankestijn, Peter J; Bruchfeld, Annette; Capasso, Giovambattista; Fliser, Danilo; Fouque, Denis; Goumenos, Dimitrios; Ketteler, Markus; Malyszko, Jolanta; Massy, Ziad; Rychlík, Ivan; Spasovski, Goce

    2018-05-23

    Scientific societies are increasingly seen as central to the advancement of information sharing and collaboration among scientists and clinical investigators for the progress of medical research and the promotion of education, professional competence, integrity and quality studies. To more effectively serve the practicing nephrologists and investigators dedicated to renal science, the Council of the European Renal Association and European Dialysis and Transplantation Association (ERA-EDTA) reorganized and integrated the various activities of the society into two branches, the Clinical Nephrology Governance branch and the Renal Science branch. New affordable initiatives to promote research, education and professional development and to advocate for the recognition of chronic kidney disease as a major public health issue at the European level will be put in place and/or potentiated in the new organizational frame. Educational initiatives will be espoused to Continuous Professional Development and, starting from 2019, 14 Education & Continuous Professional Development courses will be held covering the full range of knowledge areas of modern nephrology. Consolidation and development is the short- and medium-term mantra of the ERA-EDTA. The society has a rich portfolio of successful activities and brilliant, creative scientists among its members. Integrating the various activities of the ERA-EDTA and treasuring the expertise and wisdom of its most accomplished members will facilitate collaborative research, education and its public impact at large.

  8. 31 CFR 10.9 - Continuing education providers and continuing education programs.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 31 Money and Finance: Treasury 1 2011-07-01 2011-07-01 false Continuing education providers and continuing education programs. 10.9 Section 10.9 Money and Finance: Treasury Office of the Secretary of the... Continuing education providers and continuing education programs. (a) Continuing education providers—(1) In...

  9. 31 CFR 10.9 - Continuing education providers and continuing education programs.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 31 Money and Finance: Treasury 1 2014-07-01 2014-07-01 false Continuing education providers and continuing education programs. 10.9 Section 10.9 Money and Finance: Treasury Office of the Secretary of the... Continuing education providers and continuing education programs. (a) Continuing education providers—(1) In...

  10. 31 CFR 10.9 - Continuing education providers and continuing education programs.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 31 Money and Finance: Treasury 1 2012-07-01 2012-07-01 false Continuing education providers and continuing education programs. 10.9 Section 10.9 Money and Finance: Treasury Office of the Secretary of the... Continuing education providers and continuing education programs. (a) Continuing education providers—(1) In...

  11. 31 CFR 10.9 - Continuing education providers and continuing education programs.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 31 Money and Finance: Treasury 1 2013-07-01 2013-07-01 false Continuing education providers and continuing education programs. 10.9 Section 10.9 Money and Finance: Treasury Office of the Secretary of the... Continuing education providers and continuing education programs. (a) Continuing education providers—(1) In...

  12. Case study method and problem-based learning: utilizing the pedagogical model of progressive complexity in nursing education.

    PubMed

    McMahon, Michelle A; Christopher, Kimberly A

    2011-08-19

    As the complexity of health care delivery continues to increase, educators are challenged to determine educational best practices to prepare BSN students for the ambiguous clinical practice setting. Integrative, active, and student-centered curricular methods are encouraged to foster student ability to use clinical judgment for problem solving and informed clinical decision making. The proposed pedagogical model of progressive complexity in nursing education suggests gradually introducing students to complex and multi-contextual clinical scenarios through the utilization of case studies and problem-based learning activities, with the intention to transition nursing students into autonomous learners and well-prepared practitioners at the culmination of a nursing program. Exemplar curricular activities are suggested to potentiate student development of a transferable problem solving skill set and a flexible knowledge base to better prepare students for practice in future novel clinical experiences, which is a mutual goal for both educators and students.

  13. The Education Review Board: A Mechanism for Managing Potential Conflicts of Interest in Medical Education.

    PubMed

    Borus, Jonathan F; Alexander, Erik K; Bierer, Barbara E; Bringhurst, F Richard; Clark, Christopher; Klanica, Kaley E; Stewart, Erin C; Friedman, Lawrence S

    2015-12-01

    Concerns about the influence of industry support on medical education, research, and patient care have increased in both medical and political circles. Some academic medical centers, questioning whether industry support of medical education could be appropriate and not a conflict of interest, banned such support. In 2009, a Partners HealthCare System commission concluded that interactions with industry remained important to Partners' charitable academic mission and made recommendations to transparently manage such relationships. An Education Review Board (ERB) was created to oversee and manage all industry support of Partners educational activities.Using a case review method, the ERB developed guidelines to implement the commission's recommendations. A multi-funder rule was established that prohibits industry support from only one company for any Partners educational activity. Within that framework, the ERB established guidelines on industry support of educational conferences, clinical fellowships, and trainees' expenses for attending external educational programs; gifts of textbooks and other educational materials; promotional opportunities associated with Partners educational activities; Partners educational activities under contract with an industry entity; and industry-run programs using Partners resources.Although many changes have resulted from the implementation of the ERB guidelines, the number of industry grants for Partners educational activities has remained relatively stable, and funding for these activities declined only moderately during the first three full calendar years (2011-2013) of ERB oversight. The ERB continually educates both the Partners community and industry about the rationale for its guidelines and its openness to their refinement in response to changes in the external environment.

  14. 76 FR 67558 - Proposed Information Collection (Request for Change of Program or Place of Training) Activity...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-11-01

    ... information needed to determine a claimant's eligibility for continued educational assistance when he or she... use of other forms of information technology. Title: Request for Change of Program or Place of... collection. Abstract: Claimants receiving educational benefits complete VA Form 22-1995 to request a change...

  15. 38 CFR 21.9525 - Eligibility for increased and supplemental educational assistance.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... addition to the years counted to qualify for educational assistance, without a break in such service, and— (i) Continues on active duty without a break; (ii) Is discharged from service with an honorable... the Selected Reserve that has a vacancy; or (C) For any other reason other than those stated in...

  16. 38 CFR 21.7046 - Eligibility for supplemental educational assistance.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... qualify the individual for basic educational assistance without a break in any such service. (2) After...) Continue on active duty without a break, (ii) Be discharged from service with an honorable discharge, (iii... attached to a unit of the Selected Reserve for any reason (also to be prescribed by the Secretary concerned...

  17. Diabetes Care as an Active Learning Model of Postgraduate Education and Training for Pharmaceutical Care.

    ERIC Educational Resources Information Center

    Koda-Kimble, Mary Anne; Batz, Forrest R.

    1994-01-01

    In a University of California continuing pharmacy education course in diabetes care, practicing pharmacists lived as patients with diabetes for two days and role-played in small groups. One year later, participants reported making changes in their diabetes care-related practice, suggesting its effectiveness in improving practitioners' skill…

  18. Leaving the Classroom: A Didactic Framework for Education in Environmental Sciences

    ERIC Educational Resources Information Center

    Dopico, Eduardo; Garcia-Vazquez, Eva

    2011-01-01

    In Continuous Education curricula in Spain, the programs on sciences of the environment are aimed toward understandings of sustainability. Teaching practice rarely leaves the classroom for outdoor field studies. At the same time, teaching practice is generally focused on examples of how human activities are harmful for ecosystems. From a pedagogic…

  19. Educational Foundations--Alternative Development Strategies: Insurance for a Solvent Community College System.

    ERIC Educational Resources Information Center

    Luck, Michael F.

    Educational foundations for raising and allocating private funds have a legitimate place in the community college. They allow a college to chart its growth, anticipate emergencies, and meet the needs of all sectors of the institution. Foundations must utilize an active development program for planning and executing a conscious, continuous effort…

  20. New Advocacy Groups Shaking up Education Field

    ERIC Educational Resources Information Center

    Sawchuk, Stephen

    2012-01-01

    A new generation of education advocacy groups has emerged to play a formidable political role in states and communities across the country. Those groups are shaping policy through aggressive lobbying and campaign activity--an evolution in advocacy that is primed to continue in the 2012 elections and beyond. Though the record of their electoral…

  1. Teaching and Learning Jewish History in the 21st Century: New Priorities and Opportunities

    ERIC Educational Resources Information Center

    Jacobs, Benjamin M.

    2018-01-01

    New 21st-century circumstances in the Jewish world--including the changing nature of Jewish identification, the retreat from identity and continuity as singular aims of Jewish education, the democratization of Jewish learning opportunities, increased emphasis on informal and experiential Jewish education activities, and demonstrable interest among…

  2. Evaluating Teaching Development Activities in Higher Education: A Toolkit

    ERIC Educational Resources Information Center

    Kneale, Pauline; Winter, Jennie; Turner, Rebecca; Spowart, Lucy; Hughes, Jane; McKenna, Colleen; Muneer, Reema

    2016-01-01

    This toolkit is developed as a resource for providers of teaching-related continuing professional development (CPD) in higher education (HE). It focuses on capturing the longer-term value and impact of CPD for teachers and learners, and moving away from immediate satisfaction measures. It is informed by the literature on evaluating higher…

  3. The Relevance of the Alliance for CME Competencies for Planning, Organizing, and Sustaining an Interorganizational Educational Collaborative

    ERIC Educational Resources Information Center

    Balmer, Jann T.; Bellande, Bruce J.; Addleton, Robert L.; Havens, Carol S.

    2011-01-01

    The heightened demand for accountability, access, and quality performance from health care professionals has resulted in linkages between continuing education (CE), performance improvement (PI), and outcomes. CE health professionals must also expand their skills and abilities to design, implement, and measure CE activities consistent with these…

  4. Marketing ... We Don't Need No Stinking Marketing!

    ERIC Educational Resources Information Center

    Perna, Mark C.

    2004-01-01

    Every astute administrator and educator knows that you cannot maintain or expand your school's enrollment without marketing and that you have to continue to actively market your programs if you want to survive the onslaught of educational choices available today. Yet it's typically the marketing budget that is the first on the chopping black when…

  5. Directory of Nature Centers and Related Environmental Education Facilities. Third Revision.

    ERIC Educational Resources Information Center

    National Audubon Society, New York, NY.

    This directory is part of a continuing effort to identify facilities actively involved in environmental education. Designed as a guide for the casual visitor as well as the professional person, it aims to stimulate interest in nature centers, improve communication among facilities, and encourage development of new and better ones. This third…

  6. Rules? Relationships?: A Feminist Analysis of Competition and Fair Play in Physical Education

    ERIC Educational Resources Information Center

    Singleton, Ellen

    2003-01-01

    Regardless of recent curriculum revisions, physical educators, faced with reduced time and/or inadequate equipment and facilities, continue to offer competitive team sport activities for a high percentage of their program time. When competition is only experienced as a win-lose situation, possibilities that students will derive any morally…

  7. Mobile Usability in Educational Contexts: What Have We Learnt?

    ERIC Educational Resources Information Center

    Kukulska-Hulme, Agnes

    2007-01-01

    The successful development of mobile learning is dependent on human factors in the use of new mobile and wireless technologies. The majority of mobile learning activity continues to take place on devices that were not designed with educational applications in mind, and usability issues are often reported. The paper reflects on progress in…

  8. Responsible Environmental Action: Its Role and Status in Environmental Education and Environmental Quality

    ERIC Educational Resources Information Center

    Short, Philip C.

    2009-01-01

    This century will be one of continued global population growth, technological advancement, and subsequent burdens on the natural world from consumer demands. A citizenry capable of understanding the complexity of environmental issues and actively participating in their resolutions is vital. The ultimate goal of environmental educators should be to…

  9. Economic Education for Arkansas Elementary Schools. Teaching Guide.

    ERIC Educational Resources Information Center

    Nixon, Ila M., Ed.

    The primary objective of this guide is to set forth goals of learning that will contribute to student achievement of economic literacy, suggest activities, and resources. It is a skeletal structure which teachers can incorporate into a continuous social studies curriculum, and other appropriate studies. The main purpose of economic education is to…

  10. Teachers' Invisible Presence in Net-Based Distance Education

    ERIC Educational Resources Information Center

    Hult, Agneta; Dahlgren, Ethel; Hamilton, David; Soderstrom, Tor

    2005-01-01

    Conferencing--or dialogue--has always been a core activity in liberal adult education. More recently, attempts have been made to transfer such conversations online in the form of computer-mediated conferencing. This transfer has raised a range of pedagogical questions, most notably Can established practices be continued? Or must new forms of…

  11. 1973-1974 E.S.E.A. Title I Evaluation Report.

    ERIC Educational Resources Information Center

    Saint Louis Board of Education, MO.

    This Illinois District 189, East St. Louis Public Schools, 1973-1974 evaluation report on programs, services, activities and projects funded in whole or in part under Title I of the 1965 Elementary Secondary Education Act is organized into five parts. Part One, 'Title I Projects' comprises reports on seven projects. Continuing Education for…

  12. A Proposal on How to Make Educational Activities Deep-rooted in the Local Community Successful

    NASA Astrophysics Data System (ADS)

    Kaneshige, Akihiro; Momota, Masahiro; Sadano, Syuichiro; Ishitobi, Takaaki; Murashige, Kiyoshi

    The purpose of this paper is to propose what is necessary for institutions of higher education to succeed in contributive activities for the local community. First, an outline of status quo of such activities is provided. Next, a discussion of how our college plans, organizes and performs such activities with “the Planning and Coordination Office” and “the Division of Cooperation with the Local Community” as the central divisions will be offered. Following this, clarification of some of the problems to be solved in regard to the activities is discussed. Finally, it is argued that organizational and continuous approaches are essential to make the activities successful.

  13. Higher Education and the Global Marketplace: Entrepreneurial Activity in a Dynamic Environment. Twenty-Seventh Annual Earl V. Pullias Lecture Series in Higher Education. Fall 2004

    ERIC Educational Resources Information Center

    Armstrong, Lloyd; Becker, Douglas

    2004-01-01

    Among the most dynamic influences affecting higher education is the increase in the for-profit postsecondary industry. In 2002, for-profit institutions constituted 12% of the four-year colleges and universities in the United States, continuing a rapid pace of growth that began in the late twentieth century (NCES, 2003). As the economy moves…

  14. Universe Awareness: a global educational programme

    NASA Astrophysics Data System (ADS)

    Sankatsing Nava, Tibisay; Russo, Pedro

    2015-08-01

    Universe Awareness (UNAWE) is a global astronomy education programme that uses the beauty and grandeur of the Universe to encourage young children, particularly those from an underprivileged background, to have an interest in science and technology and foster their sense of global citizenship from an early age.UNAWE’s activities consist of four main components:- Coordinating an international network comprised of more than 1000 astronomers, teachers and educators in more than 60 countries- Developing and distributing educational resources such as the inflatable UNAWE Earthball, the Universe-in-a Box educational kit and Space Scoop, the astronomy news service for children.- Providing training activities for teachers and other educators of young children around the world- Providing resources for the evaluation of educational activitiesBetween 2011 and 2013, the European branch of UNAWE, EU-UNAWE, was funded by the European Commission to implement a project in 5 EU countries and South Africa. This project has been concluded successfully. The global project of Universe Awareness coordinated by Leiden University has continued to grow since, with an expanding international network, new educational resources and teacher trainings and an International Workshop in collaboration with ESA in October 2015, among other activities.

  15. Continuing education: the 1998 Survey of the Royal Australasian College of Dental Surgeons.

    PubMed

    Sambrook, P; Thomson, D; Bastiaan, R; Goss, A

    2001-06-01

    Continuing education (CE) is an essential professional activity. In the last decade, CE has been actively pursued by the medical profession in Australia and abroad. However, the uptake of CE in dentistry has been much slower and there is minimal Australian data on dental CE. To determine the level of CE activity, in 1998, postal questionnaires were sent to all fellows of the Royal Australasian College of Dental Surgeons. The responses were analysed. There was a high response rate (90 per cent) but a moderate usable rate (54 per cent). The results show a biphasic distribution between high and low CE activity. The average amount of activity of those involved in CE was 116 hours per year, above the usually accepted minimum of 100 hours/year. Some groups, particularly members of the specialist divisions of oral and maxillofacial surgeons (215 hours) and periodontists (205 hours), have high levels of CE. However, approximately 25 per cent of college fellows reported little or no CE activity. The survey revealed that inactive fellows are more likely to be older and in general practice. Inactive fellows were also tardy in replying to the questionnaire. The high activity CE group needs to be recognised and encouraged to continue. Specific plans to help the low CE activity group should be developed. Although these findings relate directly to the Royal Australasian College of Dental Surgeons, they are presented as they have implications for the dental profession at large.

  16. The International Partnership for Health Informatics Education: lessons learned from six years of experience.

    PubMed

    Jaspers, M W M; Gardner, R M; Gatewood, L C; Haux, R; Schmidt, D; Wetter, T

    2005-01-01

    To inform the medical and health informatics community on the rational, goals, and the achievements of the International Partnership for Health Informatics Education--IPHIE, (I phi E), that was established at six universities in 1999. We elaborate on the overall goals of I phi E and describe the current state of affairs: the activities undertaken and faculty and student experience related to these activities. In addition we outline the lessons we have learned over these past six years and our plans for the future. I phi E members first started to collaborate by supporting and encouraging the exchange of talented students and faculty and by establishing joint master classes for honors students. Following the success of these activities, new initiatives were undertaken such as the organization of student workshops at medical informatics conferences and a joint course on strategic information management in hospitals in Europe. International partnerships such as I phi E take time to establish, and, if they are to be successful, maintaining leadership continuity is critically important. We are convinced that I phi E promotes professionalism of future medical informatics specialists. There will be a continuing growth of globalization in higher education. It will therefore become increasingly important to offer educational programs with international components.

  17. Using the Knowledge, Process, Practice (KPP) model for driving the design and development of online postgraduate medical education.

    PubMed

    Shaw, Tim; Barnet, Stewart; Mcgregor, Deborah; Avery, Jennifer

    2015-01-01

    Online learning is a primary delivery method for continuing health education programs. It is critical that programs have curricula objectives linked to educational models that support learning. Using a proven educational modelling process ensures that curricula objectives are met and a solid basis for learning and assessment is achieved. To develop an educational design model that produces an educationally sound program development plan for use by anyone involved in online course development. We have described the development of a generic educational model designed for continuing health education programs. The Knowledge, Process, Practice (KPP) model is founded on recognised educational theory and online education practice. This paper presents a step-by-step guide on using this model for program development that encases reliable learning and evaluation. The model supports a three-step approach, KPP, based on learning outcomes and supporting appropriate assessment activities. It provides a program structure for online or blended learning that is explicit, educationally defensible, and supports multiple assessment points for health professionals. The KPP model is based on best practice educational design using a structure that can be adapted for a variety of online or flexibly delivered postgraduate medical education programs.

  18. [Education at a distance as a methodological option for the development of continuing education processes for human resources in health].

    PubMed

    Müller, A K

    1987-01-01

    It is becoming increasingly essential to put into effect the processes of continuing education that will facilitate continuing access to education, adapt to political changes, technological advances and current situations, and reach all the population to be trained. In so doing, institutions must implement new educational methodologies that reduce costs and extend coverage. One of these methodologies is education at a distance, which is examined in this article. This type of approach uses methods and techniques for individual and team work (studies based on written and audiovisual materials which, along with back-up tutoring and practical equipment and instruments, make up an instructional package) and physical presence activities under direction and supervision; at the same time, it offers the possibility of a study schedule that complements the work day. It also facilitates the continuing education of in-service personnel and encourages to assume greater responsibility for their own instruction with a view to their own overall development and to the attainment of excellence in the performance of services. Education at a distance is an option for the training of manpower committed to the performance of health services, and it must be introduced into current educational programs slowly and by degrees. The Health Training Program for Central America and Panama (PASCAP) is preparing a methodological guide for the design of systems of education at a distance as a frame of reference that must be adapted to the specific characteristics and needs of each country and institution. These stages are, broadly, a conceptual framework and academic planning, academic production, teaching-learning, and evaluation.

  19. Military- and Sports-Related Mild Traumatic Brain Injury: Clinical Presentation, Management, and Long-Term Consequences

    PubMed Central

    Peskind, Elaine R.; Brody, David; Cernak, Ibolja; McKee, Ann; Ruff, Robert L.

    2018-01-01

    CME Background Articles are selected for credit designation based on an assessment of the educational needs of CME participants, with the purpose of providing readers with a curriculum of CME articles on a variety of topics throughout each volume. Activities are planned using a process that links identified needs with desired results. Participants may receive credit by reading the article, correctly answering at least 70% of the questions in the Posttest, and completing the Evaluation. The Posttest and Evaluation are now available online only at PSYCHIATRIST.COM (Keyword: February). CME Objective After studying the Commentary by Peskind et al, you should be able to: Screen patients who have experienced an event resulting in head injury for mild traumatic brain injury (mTBI) Treat mTBI according to the current guidelines for assessing and managing concussions and mTBI Accreditation Statement The CME Institute of Physicians Postgraduate Press, Inc., is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. Credit Designation The CME Institute of Physicians Postgraduate Press, Inc., designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Note The American Academy of Physician Assistants (AAPA) accepts certificates of participation for educational activities certified for AMA PRA Category 1 Credit™ from organizations accredited by ACCME or a recognized state medical society. Physician assistants may receive a maximum of 1 hour of Category I credit for completing this program. Date of Original Release/Review This educational activity is eligible for AMA PRA Category 1 Credit™ through February 29, 2016. The latest review of this material was January 2013. PMID:23473351

  20. Towards Practical Reflexivity in Online Discussion Groups

    ERIC Educational Resources Information Center

    Sarja, Anneli; Janhonen, Sirpa; Havukainen, Pirjo; Vesterinen, Anne

    2018-01-01

    This paper continues the discussion about student-driven, interactive learning activities in higher education. Using object-oriented activity theory, the article explores the relational aspects of reflexive practice as demonstrated in five online discussions groups to develop students' conceptual understanding. The purpose of the research is to…

  1. Register of Education and Training Activities in Librarianship, Information Science and Archives = Inventaire des activites de formation dans le domaine de la bibliotheconomie, des sciences de l'information et de l'archivistique = Inventario de las actividades de formacion en la esfera de la bibliotecologia, las ciencias de la informacion y la archivologia.

    ERIC Educational Resources Information Center

    de Grolier, Eric, Comp.

    This register provides information on information science, librarianship, documentation, and archival science training activities conducted outside regular university courses organized by specialized schools. Based on a December 1980 UNESCO questionnaire survey, the register includes seminars, refresher courses, continuing education courses, and…

  2. The role of medical staff in providing patients rights.

    PubMed

    Masic, Izet; Izetbegovic, Sebija

    2014-01-01

    Among the priority basic human rights, without a doubt, are the right to life and health-social protection. The process of implementation of human rights in the everyday life of an ordinary citizen in the post-war recovery of Bosnia and Herzegovina faces huge objective and subjective difficulties. Citizens need to be affordable adequate healthcare facilities that will be open to all on equal terms. The term hospital activity implies a set of measures, activities and procedures that are undertaken for the purpose of treatment, diagnosis and medical rehabilitation of patients in the respective health institutions. Principles of hospital care should include: Comprehensiveness (Hospital care is available to all citizens equally); Continuity (Provided is continuous medical care to all users); Availability (Provided approximately equal protection of rights for all citizens). Education of health professionals: The usual threats to patient safety include medical errors, infections occurred in the hospital, unnecessary exposure to high doses of radiation and the use of the wrong drug. Everyday continuing education in the profession of a doctor is lifelong.

  3. Improving the effect of FDA-mandated drug safety alerts with Internet-based continuing medical education.

    PubMed

    Kraus, Carl N; Baldwin, Alan T; McAllister, R G

    2013-02-01

    The US Food and Drug Administration (FDA) requires risk communication as an element of Risk Evaluation and Mitigation Strategies (REMS) to alert and educate healthcare providers about severe toxicities associated with approved drugs. The educational effectiveness of this approach has not been evaluated. To support the communication plan element of the ipilimumab REMS, a Medscape Safe Use Alert (SUA) letter was distributed by Medscape via email and mobile device distribution to clinicians specified in the REMS. This alert contained the FDA-approved Dear Healthcare Provider (DHCP) letter mandated for distribution. A continuing medical education (CME) activity describing ipilimumab toxicities and the appropriate management was simultaneously posted on the website and distributed to Medscape members. Data were collected over a 6-month period regarding the handling of the letter and the responses to pre- and post-test questions for those who participated in the CME activity. Analysis of the answers to the pre- and posttest questions showed that participation in the CME activity resulted in an improvement in correct answer responses of 47%. Our experience shows that there are likely distinct information sources that are utilized by different HCP groups. The ready availability of a brief CME activity was utilized by 24,063 individuals, the majority of whom showed enhanced understanding of ipilimumab toxicity by improvement in post-test scores, educational data that are not available via implementation of standard safety alert communications. These results demonstrate that improvement in understanding of specific drug toxicities is enhanced by a CME intervention.

  4. Using the Internet to Educate the World: The "Earthlearningidea" Website

    ERIC Educational Resources Information Center

    Kennett, Peter

    2012-01-01

    The website "Earthlearningidea" was developed for the International Year of Planet Earth in 2007 and continues with one new activity per fortnight. Activities are devised to catch the attention of students and to enable them to enjoy the science of the Earth. Many activities require minimal equipment, for schools in developing countries, but there…

  5. Controlling Quality in CME/CPD by Measuring and Illuminating Bias

    ERIC Educational Resources Information Center

    Dixon, David; Takhar, Jatinder; Macnab, Jennifer; Eadie, Jason; Lockyer, Jocelyn; Stenerson, Heather; Francois, Jose; Bell, Mary; Monette, Celine; Campbell, Craig; Marlow, Bernie

    2011-01-01

    Introduction: There has been a surge of interest in the area of bias in industry-supported continuing medical education/continuing professional development (CME/CPD) activities. In 2007, we published our first study on measuring bias in CME, demonstrating that our assessment tool was valid and reliable. In light of the increasing interest in this…

  6. Developing CPD in Britain and the Wider Europe. Proceedings of the Annual Conference of the UACE CVE (York, England, September 1997).

    ERIC Educational Resources Information Center

    Universities Association for Continuing Education, Cambridge (England).

    This document contains 8 plenary papers and 15 workshop presentations from a conference on development continuing professional development (CPD) and continuing vocational education (CVE) in United Kingdom and Europe. The following papers are included: "How CPD Adds Value to Professional Personnel and Development Activity" (Judy…

  7. Education for ECMO providers: Using education science to bridge the gap between clinical and educational expertise.

    PubMed

    Johnston, Lindsay; Williams, Susan B; Ades, Anne

    2018-03-01

    A well-organized educational curriculum for the training of both novice and experienced ECMO providers is critical for the continued function of an institutional ECMO program. ELSO provides guidance for the education for ECMO specialists, physicians and staff, which incorporates "traditional" instructor-centered educational methods, such as didactic lectures and technical skill training. Novel research suggests utilization of strategies that align with principles of adult learning to promote active learner involvement and reflection on how the material can be applied to understand existing and new constructs may be more effective. Some examples include the "flipped classroom," e-learning, simulation, and interprofessional education. These methodologies have been shown to improve active participation, which can be related to improvements in understanding and long-term retention. A novel framework for ECMO training is considered. Challenges in assessment and credentialing are also discussed. Copyright © 2018 Elsevier Inc. All rights reserved.

  8. Re-engineering the process of medical imaging physics and technology education and training.

    PubMed

    Sprawls, Perry

    2005-09-01

    The extensive availability of digital technology provides an opportunity for enhancing both the effectiveness and efficiency of virtually all functions in the process of medical imaging physics and technology education and training. This includes degree granting academic programs within institutions and a wide spectrum of continuing education lifelong learning activities. Full achievement of the advantages of technology-enhanced education (e-learning, etc.) requires an analysis of specific educational activities with respect to desired outcomes and learning objectives. This is followed by the development of strategies and resources that are based on established educational principles. The impact of contemporary technology comes from its ability to place learners into enriched learning environments. The full advantage of a re-engineered and implemented educational process involves changing attitudes and functions of learning facilitators (teachers) and resource allocation and sharing both within and among institutions.

  9. Using an Inquiry Approach to Teach Science to Secondary School Science Teachers

    ERIC Educational Resources Information Center

    McBride, John W.; Bhatti, Muhammad I.; Hannan, Mohammad A.; Feinberg, Martin

    2004-01-01

    Leaders in science education have actively promoted inquiry science since the 1960s and continue to do so today. The US National Science Education Standards recommend that science instruction and learning should be well grounded in inquiry. In spite of these efforts, however, little has changed in the way science is taught. Teacher-talk and…

  10. An Evolving Learning Management System for New Educational Environments Using 2.0 Tools

    ERIC Educational Resources Information Center

    Conde, Miguel Á.; García-Peñalvo, Francisco J.; Rodríguez-Conde, María J.; Alier, Marc; Casany, María J.; Piguillem, Jordi

    2014-01-01

    The tools used in learning processes are in a continuous state of flux. One of the most significant changes is the application of Information and Communications technologies (ICTs) to educational contexts. This provides new possible ways to carry out learning activities, new learning services, the possibility to use new kinds of contents and…

  11. Cross-University Enterprise Education Collaboration as a Community of Practice

    ERIC Educational Resources Information Center

    Carey, Charlotte; Smith, Kelly; Martin, Lynn M.

    2009-01-01

    Purpose: The purpose of this study is to explore the views of partners as to the process and operation of TE3 in relation to community of practice (CoP) principles in order to identify success factors fundamental to continued active participation in and promotion of enterprise education. Design/methodology/approach: This study used a narrative…

  12. Volcanoes: Where and Why? Crustal Evolution Education Project. Teacher's Guide [and] Student Investigation.

    ERIC Educational Resources Information Center

    Stoever, Edward C., Jr.

    Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the…

  13. Educational Contexts for the Development of Children's Spirituality: Exploring the Use of Imagination

    ERIC Educational Resources Information Center

    Mountain, Vivienne

    2007-01-01

    As a Chaplain working in the Anglican school system in Melbourne, Australia, my concern is with the spiritual development of students. This year I have been trialing the educational application of activities used in creative arts therapy. Continuing the theme of my recent doctoral studies in children's spirituality, I am concerned that education…

  14. Tropics in Antarctica? Crustal Evaluation Education Project. Teacher's Guide [and] Student Investigation.

    ERIC Educational Resources Information Center

    Stoever, Edward C., Jr.

    Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the…

  15. Earthquakes and Plate Boundaries. Crustal Evaluation Education Project. Teacher's Guide [and] Student Investigation.

    ERIC Educational Resources Information Center

    Stoever, Edward C., Jr.

    Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the…

  16. FITNESS SCAVENGER HUNTS for Middle School Students

    ERIC Educational Resources Information Center

    Beighle, Aaron; Darst, Paul W.

    2004-01-01

    The field of physical education continues to shift from an emphasis on physical fitness to a focus on regular physical activity. Routines of the past such as jogging, push-ups, and sit-ups are now giving way to more thoughtful, creative routines designed to motivate students by making physical education more fun and diversified. Ranging from 7-10…

  17. Which Way is North? Crustal Evolution Education Project. Teacher's Guide [and] Student Investigation.

    ERIC Educational Resources Information Center

    Stoever, Edward C., Jr.

    Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the…

  18. Quake Estate (board game). Crustal Evolution Education Project. Teacher's Guide [and] Student Investigation.

    ERIC Educational Resources Information Center

    Stoever, Edward C., Jr.

    Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the…

  19. Status Report to the Governor and General Assembly, 2001.

    ERIC Educational Resources Information Center

    Kentucky Council on Postsecondary Education, Frankfort.

    The Kentucky Council on Postsecondary Education reports on its activities and achievements in 2001. The Council describes some of its activities, including: developing funding recommendations for Kentucky's college and universities for the 2002-2004 biennium; (2) continuing the startup of the Kentucky Virtual University, a consortium online…

  20. Comprehensive School Physical Activity Programs: Characteristics of Trained Teachers

    ERIC Educational Resources Information Center

    Centeio, Erin E.; Erwin, Heather; Castelli, Darla M.

    2014-01-01

    As public health concerns about physical inactivity and childhood obesity continue to rise, researchers are calling for interventions that comprehensively lead to more opportunities to participate in physical activity (PA). The purpose of this study was to examine the characteristics and attitudes of trained physical education teachers during the…

  1. The Public Business School in Economic Development: Preferences of Chamber of Commerce Leaders.

    ERIC Educational Resources Information Center

    Bacdayan, Paul

    2002-01-01

    Responding chambers of commerce in New England (142 of 405) thought the following business school activities were most useful to the economy: technical assistance and adult/continuing education; research-related activities ranked lower. Delivery of these services by outside consultants was acceptable. Proactive communication about business…

  2. A Labor Perspective on Basic Skills.

    ERIC Educational Resources Information Center

    Sarmiento, Anthony R.

    Most major workplace literacy programs involve unions. Organized labor's current leadership in worker education and training is not a continuation of earlier activities but an expansion of union interest and activity that is unprecedented in the history of organized labor. These efforts do not rely on public funding, because many unions have…

  3. Mathemagenic Activities Program: [Reports on Cognitive/Language Development].

    ERIC Educational Resources Information Center

    Smock, Charles D., Ed.

    This set of 13 research reports, bulletins and papers is a product of the Mathemagenic Activities Program (MAP) for early childhood education of the University of Georgia Follow Through Program. Based on Piagetian theory, the MAP provides sequentially structured sets of curriculum materials and processes that are designed to continually challenge…

  4. A Working Model for Complying with Accessibility Guidelines for Online Learning

    ERIC Educational Resources Information Center

    Cifuentes, Lauren; Janney, Alexandra; Guerra, Lauran; Weir, Jennifer

    2016-01-01

    We describe our activities that emerged in the context of an Office of Distance Education and Learning Technologies' efforts to systematically and systemically address accessibility for online learning in order to comply with ethical principles, best practices, and laws. The activities include three overarching continuous tasks: strategically…

  5. Owning and Operating a Small Business. Strategies for Teaching Small Business Ownership and Management.

    ERIC Educational Resources Information Center

    Nelson, Robert E.; And Others

    To aid the teacher in providing instruction in small business ownership and management for students at the secondary, adult, continuing education, or community college levels, this curriculum guide contains 14 units, each consisting of introduction, objectives, content, and suggested activities. Suggested activities include projects, group…

  6. The Organizational Meaning of Research

    ERIC Educational Resources Information Center

    Adria, Marco; Boechler, Patricia

    2004-01-01

    Practitioners and theorists have given attention recently to the role and status of research activities in Canadian university continuing education units. For individuals in units that are increasing the proportion of their organizational activities devoted to research, there will be an ongoing process of cognitive change and development as a new…

  7. An "education for life" requirement to promote lifelong learning in an internal medicine residency program.

    PubMed

    Panda, Mukta; Desbiens, Norman A

    2010-12-01

    Lifelong learning is an integral component of practice-based learning and improvement. Physicians need to be lifelong learners to provide timely, efficient, and state-of-the-art patient care in an environment where knowledge, technology, and social requirements are rapidly changing. To assess graduates' self-reported perception of the usefulness of a residency program requirement to submit a narrative report describing their planned educational modalities for their future continued medical learning ("Education for Life" requirement), and to compare the modalities residents intended to use with their reported educational activities. Data was compiled from the Education for Life reports submitted by internal medicine residents at the University of Tennessee College of Medicine Chattanooga from 1998 to 2000, and from a survey sent to the same 27 graduates 2 to 4 years later from 2000 to 2004. Twenty-four surveys (89%) were returned. Of the responding graduates, 58% (14/24) found the Education for Life requirement useful for their future continued medical learning. Graduates intended to keep up with a mean of 3.4 educational modalities, and they reported keeping up with 4.2. In a multivariable analysis, the number of modalities graduates used was significantly associated with the number they had planned to use before graduation (P  =  .04) but not with their career choice of subspecialization. The majority of residents found the Education for Life requirement useful for their future continued medical learning. Graduates, regardless of specialty, reported using more modalities for continuing their medical education than they thought they would as residents. Considering lifelong learning early in training and then requiring residents to identify ways to practice lifelong learning as a requirement for graduation may be dispositive.

  8. An “Education for Life” Requirement to Promote Lifelong Learning in an Internal Medicine Residency Program

    PubMed Central

    Panda, Mukta; Desbiens, Norman A.

    2010-01-01

    Background Lifelong learning is an integral component of practice-based learning and improvement. Physicians need to be lifelong learners to provide timely, efficient, and state-of-the-art patient care in an environment where knowledge, technology, and social requirements are rapidly changing. Objectives To assess graduates' self-reported perception of the usefulness of a residency program requirement to submit a narrative report describing their planned educational modalities for their future continued medical learning (“Education for Life” requirement), and to compare the modalities residents intended to use with their reported educational activities. Materials and Methods Data was compiled from the Education for Life reports submitted by internal medicine residents at the University of Tennessee College of Medicine Chattanooga from 1998 to 2000, and from a survey sent to the same 27 graduates 2 to 4 years later from 2000 to 2004. Results Twenty-four surveys (89%) were returned. Of the responding graduates, 58% (14/24) found the Education for Life requirement useful for their future continued medical learning. Graduates intended to keep up with a mean of 3.4 educational modalities, and they reported keeping up with 4.2. In a multivariable analysis, the number of modalities graduates used was significantly associated with the number they had planned to use before graduation (P  =  .04) but not with their career choice of subspecialization. Conclusion The majority of residents found the Education for Life requirement useful for their future continued medical learning. Graduates, regardless of specialty, reported using more modalities for continuing their medical education than they thought they would as residents. Considering lifelong learning early in training and then requiring residents to identify ways to practice lifelong learning as a requirement for graduation may be dispositive. PMID:22132278

  9. Guidelines for School and Community Programs To Promote Lifelong Physical Activity among Young People. Morbidity and Mortality Weekly Report: Recommendations and Reports.

    ERIC Educational Resources Information Center

    MMWR, 1997

    1997-01-01

    This report summarizes recommendations for encouraging physical activity among young people so they will continue to engage in physical activity in adulthood and obtain the benefits of physical activity throughout life. The guidelines are based on an in-depth review of research, theory, and current practice in physical education, exercise science,…

  10. [Health education in primary school: Alicante city (Spain) teachers' opinions].

    PubMed

    Davó-Blanes, M Carmen; García de la Hera, Manuela; La Parra, Daniel

    2016-01-01

    This study explores the opinions of primary school teachers about health activities carried out in schools in Alicante city (Spain). An exploratory study was conducted through qualitative content analysis. Three focus groups were conducted with 25 primary school teachers (14 women and 11 men) working in 14 public and 7 private schools in the city of Alicante. Participants were asked about the health activities carried on in their schools. Teachers distinguished between health education activities promoted by the school and those included in external programmes promoted by public and private institutions. External programmes were considered as impositions, lacking continuity and chosen according to passing fads. Although teachers demonstrated a more positive attitude towards activities arising from their own initiative, they identified health education as a secondary task. Teachers considered that improving their own health education training and promoting the involvement of parents, health professionals and public institutions were the most appropriate ways to promote health education in the school. Teachers showed a more positive opinion and greater commitment towards health activities that complement and facilitate their teaching tasks. Their didactic programme and opinion should be taken into account to maximise the efficiency of the health promotion and education activities promoted by external organisations. Copyright © 2015 SESPAS. Published by Elsevier Espana. All rights reserved.

  11. Commitment to change and assessment of confidence: tools to inform the design and evaluation of interprofessional education.

    PubMed

    Evans, Jessica A; Mazmanian, Paul E; Dow, Alan W; Lockeman, Kelly S; Yanchick, Victor A

    2014-01-01

    This study examines use of the commitment-to-change model (CTC) and explores the role of confidence in evaluating change associated with participation in an interprofessional education (IPE) symposium. Participants included students, faculty, and practitioners in the health professions. Satisfaction with the symposium and levels of commitment and confidence in implementing a change were assessed with a post-questionnaire and a follow-up questionnaire distributed 60 days later. Participants who reported changed behavior were compared with those who did not make a change. Independent sample t-tests determined whether there were differences between groups in their average level of commitment and/or confidence immediately following the symposium and at follow-up. At post-symposium, attendees were satisfied with content and format. Sixty-eight percent said they would make a change in profession related activities. At 60 days, 53% indicated they had implemented a change. In comparison to those who reported no change, those who made a change reported higher levels of commitment and higher levels of confidence. Logistic regression suggested that the combination of commitment and confidence did not predict implementation in this sample; however, confidence had a higher odds ratio for predicting success than did commitment. Confidence should be studied further in relation to commitment as a predictor of behavioral change associated with participation in an IPE symposium. Evaluators and instructional designers should consider use of follow-up support activities to improve learners' confidence and likelihood of successful behavior change in the workplace. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  12. Overview of Geriatric Distance Education for Academic Courses and Continuing Education

    ERIC Educational Resources Information Center

    Johnson, Helen Arleen

    2004-01-01

    Distance education technologies may be applied to academic settings, continuing education/continuing medical education settings or in combination to both. This article provides an overview of what we have learned about academic and continuing education/continuing medical education in geriatrics and gerontology. It includes information on the scope…

  13. 34 CFR 389.1 - What is the Rehabilitation Continuing Education Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true What is the Rehabilitation Continuing Education Program? 389.1 Section 389.1 Education Regulations of the Offices of the Department of Education (Continued... CONTINUING EDUCATION PROGRAMS General § 389.1 What is the Rehabilitation Continuing Education Program? This...

  14. 34 CFR 389.1 - What is the Rehabilitation Continuing Education Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false What is the Rehabilitation Continuing Education Program? 389.1 Section 389.1 Education Regulations of the Offices of the Department of Education (Continued... CONTINUING EDUCATION PROGRAMS General § 389.1 What is the Rehabilitation Continuing Education Program? This...

  15. The June 2009 Perspective on Canadian IYA2009 Activities

    NASA Astrophysics Data System (ADS)

    Hesser, James E.; Bartlett, C.; Breland, K.; Hay, K.; Lane, D.; Lacasse, R.; Lemay, D.; Langill, P.; Percy, J.; Welch, D. L.; Woodsworth, A.

    2009-05-01

    IYA effort in Canada is almost entirely a volunteer one relying heavily upon generous donations of time and effort by hundreds of people. Here we analyze accomplishments to date, and we describe activities to come in the remaining seven months of 2009 and well beyond. Accomplishments include provisions of hundreds of diverse opportunities for many thousands to experience their personal moment of astronomical discovery (their `Galileo Moment') a new planetarium show being presented at four major science centres; original works of music and performance that showcase astronomy in a captivating way for children and adults; an animated video narrated in English, French or Mi'kmaq of an Aboriginal story relating the seasons with circumpolar motions of stars; new educational and outreach materials aimed primarily at youth that are distributed freely at IYA events; theatre events; image exhibits; improved science education materials linked closely to curriculum requirements; and many more. In the months to come, all of the above will continue, but opportunities for new activities and partnerships continue to arise, e.g., Canada's Parks Day (18 July) emphasizes IYA, as do numerous cross-cultural events. We provide examples of the activities planned and/or being pursued for the latter portion of 2009 and beyond. These include issuance of a commemorative coin; delivery of a number of new education materials; prototyping of specific programs with Canadian Aboriginal communities in many provinces with the goal of creating multi-year partnerships to improve educational opportunities in their communities; and many more.

  16. 45 CFR 618.135 - Designation of responsible employee and adoption of grievance procedures.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Introduction § 618.135 Designation of...

  17. 45 CFR 618.135 - Designation of responsible employee and adoption of grievance procedures.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Introduction § 618.135 Designation of...

  18. 45 CFR 618.135 - Designation of responsible employee and adoption of grievance procedures.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Introduction § 618.135 Designation of...

  19. 45 CFR 618.135 - Designation of responsible employee and adoption of grievance procedures.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Introduction § 618.135 Designation of...

  20. 45 CFR 618.135 - Designation of responsible employee and adoption of grievance procedures.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Introduction § 618.135 Designation of...

  1. 38 CFR 23.600 - Notice of covered programs.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL... republish the notice of covered programs to reflect changes in covered programs. Copies of this notice also...

  2. 38 CFR 23.600 - Notice of covered programs.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL... republish the notice of covered programs to reflect changes in covered programs. Copies of this notice also...

  3. 38 CFR 23.600 - Notice of covered programs.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL... republish the notice of covered programs to reflect changes in covered programs. Copies of this notice also...

  4. 38 CFR 23.600 - Notice of covered programs.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL... republish the notice of covered programs to reflect changes in covered programs. Copies of this notice also...

  5. 38 CFR 23.600 - Notice of covered programs.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL... republish the notice of covered programs to reflect changes in covered programs. Copies of this notice also...

  6. Lessons for continuing medical education from simulation research in undergraduate and graduate medical education: effectiveness of continuing medical education: American College of Chest Physicians Evidence-Based Educational Guidelines.

    PubMed

    McGaghie, William C; Siddall, Viva J; Mazmanian, Paul E; Myers, Janet

    2009-03-01

    Simulation technology is widely used in undergraduate and graduate medical education as well as for personnel training and evaluation in other healthcare professions. Simulation provides safe and effective opportunities for learners at all levels to practice and acquire clinical skills needed for patient care. A growing body of research evidence documents the utility of simulation technology for educating healthcare professionals. However, simulation has not been widely endorsed or used for continuing medical education (CME). This article reviews and evaluates evidence from studies on simulation technology in undergraduate and graduate medical education and addresses its implications for CME. The Agency for Healthcare Research and Quality Evidence Report suggests that simulation training is effective, especially for psychomotor and communication skills, but that the strength of the evidence is low. In another review, the Best Evidence Medical Education collaboration supported the use of simulation technology, focusing on high-fidelity medical simulations under specific conditions. Other studies enumerate best practices that include mastery learning, deliberate practice, and recognition and attention to cultural barriers within the medical profession that present obstacles to wider use of this technology. Simulation technology is a powerful tool for the education of physicians and other healthcare professionals at all levels. Its educational effectiveness depends on informed use for trainees, including providing feedback, engaging learners in deliberate practice, integrating simulation into an overall curriculum, as well as on the instruction and competence of faculty in its use. Medical simulation complements, but does not replace, educational activities based on real patient-care experiences.

  7. Alliance for Sequestration Training, Outreach, Research & Education

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Olson, Hilary

    The Sequestration Training, Outreach, Research and Education (STORE) Alliance at The University of Texas at Austin completed its activity under Department of Energy Funding (DE-FE0002254) on September 1, 2013. The program began as a partnership between the Institute for Geophysics, the Bureau of Economic Geology and the Petroleum and Geosystems Engineering Department at UT. The initial vision of the program was to promote better understanding of CO 2 utilization and storage science and engineering technology through programs and opportunities centered on training, outreach, research and technology transfer, and education. With over 8,000 hrs of formal training and education (and almostmore » 4,500 of those hours awarded as continuing education credits) to almost 1,100 people, STORE programs and activities have provided benefits to the Carbon Storage Program of the Department of Energy by helping to build a skilled workforce for the future CCS and larger energy industry, and fostering scientific public literacy needed to continue the U.S. leadership position in climate change mitigation and energy technologies and application. Now in sustaining mode, the program is housed at the Center for Petroleum and Geosystems Engineering, and benefits from partnerships with the Gulf Coast Carbon Center, TOPCORP and other programs at the university receiving industry funding.« less

  8. An Example of Continuous Information on the Basic Activities of a University. Programme on Institutional Management in Higher Education.

    ERIC Educational Resources Information Center

    Jadot, Jean

    The dangers in abstract management within the university setting are described and considered in terms of the development of techniques that would enable the university to fully comprehend the content of its activities. The "Report on Unit Activities" at the Catholic University of Louvain is reviewed, dealing with the two-yearly…

  9. 38 CFR 3.343 - Continuance of total disability ratings.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... veteran is undergoing vocational rehabilitation, education or training, the rating will not be reduced by... result of participation in, a therapeutic or rehabilitation activity under 38 U.S.C. 1718 shall be...

  10. 45 CFR 605.37 - Nonacademic services.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION..., physical recreational athletics, transportation, health services, recreational activities, special interest... than are nonhandicapped students with similar interests and abilities. (c) Physical education and...

  11. The Brain, Learning, and Technology.

    ERIC Educational Resources Information Center

    Deters, Thomas J.

    1999-01-01

    New research findings on memory and learning systems have implications for continuing medical education in terms of format and length of learning activities, age of learners, and psychological factors such as stress and mental fatigue. (SK)

  12. 5 CFR 960.107 - Authorized activities.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 960.107 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE REGULATIONS... resources in finance, internal auditing, personnel management, automated data processing applications... educational development of Government employees, improvement of labor-management relations, equal employment...

  13. 5 CFR 960.107 - Authorized activities.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 960.107 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE REGULATIONS... resources in finance, internal auditing, personnel management, automated data processing applications... educational development of Government employees, improvement of labor-management relations, equal employment...

  14. 5 CFR 960.107 - Authorized activities.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 960.107 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE REGULATIONS... resources in finance, internal auditing, personnel management, automated data processing applications... educational development of Government employees, improvement of labor-management relations, equal employment...

  15. Factors Influencing Team Performance in a Continuous Quality Improvement Process in the Wisconsin Technical College System

    ERIC Educational Resources Information Center

    Pietz, Victoria Lynn

    2014-01-01

    Continuous Quality Improvement (CQI) programs are growing in popularity in higher education settings and a key component is the use of work groups, which require active employee involvement. The problem addressed in this research was the lack of employee engagement in the Quality Review Process (QRP), which is a statewide CQI model developed by…

  16. High-Fidelity Simulation in Nursing Practice: The Impact on Nurses' Knowledge Acquisition, Satisfaction, and Self-Confidence

    ERIC Educational Resources Information Center

    Square, Nicole Decuir

    2012-01-01

    Nurses require ongoing opportunities to expand knowledge and skills; this expansion of knowledge and skills is one aspect of continued competence. One method that may be used to maintain and refine knowledge and skills is participation in continuing education activities. However, there has been little inquiry into creative strategies used in…

  17. [Popular education in health and nutrition: literature review].

    PubMed

    Mueses De Molina, C

    1993-01-01

    This literature review of popular education in health and nutrition is intended to provide the necessary theoretical framework for proposals and programs for human resource development in food and nutrition. The work contains a summary of the objectives, purposes, and methodology of popular education in general, a discussion of applications of popular education techniques to health and nutrition education, and a description of some projects based on popular education. Popular education was developed in Latin America by Paulo Freire and others as a response to political domination. Its basic objective was to make the oppressed masses aware of their condition and able to struggle for the transformation of society. Popular education views community participation, development of consciousness, and integration with social and economic activity as fundamental attributes. Participation should be developed through community organizations and should continue for the duration of the educational intervention. The right of all persons to participate in a plane of equality should be recognized. Community or popular education should be conceived as a process of permanent education that will continue throughout the lifetime of individuals and groups. Popular education is directed toward population sectors excluded from participation in employment, family, community, mass communications, education, and leisure activities. Such population sectors are concentrated in the urban periphery and in rural areas. Abandonment of traditional educational techniques and assumption of an active role by community members are elements in development of the methodology of popular education. Steps in the methodology include investigation of possible themes, selection of themes to serve as points of departure, definition of the problem, and action programs. Popular education in nutrition and health begins by asking what problems need to be remedied. The entire process of training and education in health should be centered in the community and be accessible, timely, and gradual, based on the experience of the population. Health personnel should be informed about the strategies and techniques of popular education. A wide variety of teaching materials has been prepared for popular education in health and nutrition. Although some earlier initiatives involving health and nutrition education have had short-term and limited success in Latin America, more successful programs based on the principals of popular education have also been developed.

  18. Education and Outreach at the Earthscope National Office: 2012 Update on Activities and Broader Impacts

    NASA Astrophysics Data System (ADS)

    Semken, S. C.; Arrowsmith, R.; Fouch, M. J.; Garnero, E. J.; Taylor, W. L.; Bohon, W.; Pacheco, H. A.; Schwab, P.; Baumback, D.; Pettis, L.; Colunga, J.; Robinson, S.; Dick, C.

    2012-12-01

    The EarthScope Program (www.earthscope.org) funded by the National Science Foundation fosters interdisciplinary exploration of the geologic structure and evolution of the North American continent by means of seismology, geodesy, magnetotellurics, in-situ fault-zone sampling, geochronology, and high-resolution topographic measurements. EarthScope scientific data and findings are transforming the study of Earth structure and processes throughout the planet. These data enhance the understanding and mitigation of hazards and inform environmental and economic applications of geoscience. The EarthScope Program also offers significant resources and opportunities for education and outreach (E&O) in the Earth system sciences. The EarthScope National Office (ESNO) at Arizona State University serves all EarthScope stakeholders, including researchers, educators, students, and the general public. ESNO continues to actively support and promote E&O with programmatic activities such as a regularly updated presence on the web and social media, newsletters, biannual national conferences, workshops for E&O providers and informal educators (interpreters), collaborative interaction with other Earth science organizations, continuing education for researchers, promotion of place-based education, and support for regional K-12 teacher professional-development programs led by EarthScope stakeholders. EarthScope E&O, coordinated by ESNO, leads the compilation and dissemination of the data, findings, and legacy of the epic EarthScope Program. In this presentation we offer updated reports and outcomes from ESNO E&O activities, including web and social-media upgrades, the Earth Science E&O Provider Summit for partnering organizations, the Central Appalachian Interpretive Workshop for informal Earth science educators, the U.S. Science and Engineering Fair, and collaborative efforts with partner organizations. The EarthScope National Office is supported by the National Science Foundation under grants EAR-1101100 and EAR-1216301. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  19. Continents and Ocean Basins: Floaters and Sinkers. Crustal Evolution Education Project. Teacher's Guide [and] Student Investigation.

    ERIC Educational Resources Information Center

    Stoever, Edward C., Jr.

    Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the…

  20. Deep Sea Trenches and Radioactive Water. Crustal Evolution Education Project. Teacher's Guide [and] Student Investigation.

    ERIC Educational Resources Information Center

    Stoever, Edward C., Jr.

    Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the…

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