The Royal Colleges and their Faculties have moved continuing professional development up the agenda of doctors in the UK. The low educational value and failure to change professional practice of much continuing medical education has led to criticism of its emphasis on formal, didactic teaching and academic knowledge. The ubiquitous scientific or technical bias in medical education makes questio...

Given the significant and widespread changes in the health care system, generational diversity and the resulting differences in values present a challenge for the nursing profession. A three-group comparative design was used to compare the professional nursing values held by nursing students, new graduates, and seasoned practitioners, utilizing the Nursing Professional Values Scale (Weis & Scha...

Courses MEDICINE 9110 Fundamentals of Medical Practice I Credits: 5 Introduces students to professional values, attitudes and skills required to practice medicine competently. Develops student competence in basic communication, relationship-building and patient centered interviewing skills. Provides self-awareness and personal growth strategies that facilitate the acquisition of professional be...

BACKGROUND AND AIM The aim of this study was to investigate the theoretical dimensionality of burnout measurement (MBI). The objective of the study was to check the working hypothesis according to which the subscales of the Maslach Burnout Inventory (MBI) such as "emotional exhaustion" and "cynicism" (depersonalization) were not correlated with that of "personal achievement" (professional effic...

The task model presented here is a working vision for the design professional redirecting focus from the application of predefined project structures to a process of complex evaluation. The task model is developed through a hermeneutic analysis of the discourse applied by design professionals to their practice. The tasks identified provide both a new focus and direction to the value creation pr...

The IS professional is a person endowed with certain professional skills and attributes usually formally obtained through an education process. The IS professional may also have formal skills in peripheral, non technical areas that may too be obtained through a formal education process. This is typical now in the education of IS students who are aspiring IS professional. In addition they come w...

The authors outline a new identity for the professional psychologist termed Unified Professional Psychology (UPP). UPP combines recent movements toward a unified psychological science, an independent professional psychology, and Combined-Integrated (C-I) doctoral training programs in psychology. The value in the synthesis of these ideas is that they (a) provide a comprehensive system of thought...

Security breaches often stem from business partner failures within the value chain. There have been several recent efforts to develop a common reference for rating the information risk posed by partners. We develop a simple analytical model to examine the impact of such information security ratings on service providers, customers, and social welfare. While some might believe that professional i...

PURPOSE/OBJECTIVES The purpose of this fourth part of the COLLABORATE© article series provides an expansion and application of previously presented concepts pertaining to the COLLABORATE paradigm of professional case management practice. The model is built upon a value-driven foundation that: PRIMARY PRACTICE SETTING(S):: Applicable to all health care sectors where case management is practiced....

BACKGROUND Professional development is essential in the health disciplines. Knowing the cost and value of educational approaches informs decisions and choices about learning and teaching practices. OBJECTIVE The primary aim of this study was to conduct a cost analysis of participation in continuing professional development via social media compared with live conference attendance. METHODS C...