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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Continuing care describes the variety of health, personal, and social services provided over a prolonged period. The need for continuing care is increasing because people are living longer. Many people do not have families or others to care for them. Continuing care is mainly for patients who are disabled, functionally dependent, or suffering from a terminal disease. It is available within institutional settings or in homes. Examples include nursing centers or facilities, assisted living,...
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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Continuing professional development: putting the learner back at the centre.

Colin Macdougall1, Melanie Epstein2, Lorna Highet3

  • 1Warwick Medical School, University of Warwick, Coventry, UK.

Archives of Disease in Childhood. Education and Practice Edition
|March 18, 2017
PubMed
Summary
This summary is machine-generated.

Continuing professional development (CPD) is shifting towards mandatory activities, potentially hindering effective adult learning and practice change. This paper examines CPD challenges and proposes practical solutions for better professional education.

Keywords:
Medical EducationPaediatric Practice

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Area of Science:

  • Medical Education
  • Adult Learning Theory
  • Professional Development

Background:

  • Continuing professional development (CPD) has transitioned from a flexible, self-directed approach to a more specified, mandatory system.
  • This shift may not align with optimal adult learning principles and has limited evidence of improving professional practice.
  • The focus on mandatory, 'tick-box' activities risks reducing serendipitous learning opportunities.

Purpose of the Study:

  • To define Continuing Professional Development (CPD) and critically evaluate current issues within its practice.
  • To explore established theories of adult learning and their relevance to contemporary CPD.
  • To present practical strategies for addressing common challenges faced by CPD providers and participants.

Main Methods:

  • Literature review on adult learning principles and CPD trends.
  • Analysis of the alignment between current CPD practices and adult learning theories.
  • Development of practical models for effective CPD delivery and engagement.

Main Results:

  • Current mandatory CPD structures may not effectively foster deep learning or demonstrable practice change.
  • There's a potential disconnect between regulatory requirements and the principles of effective adult education.
  • Existing CPD models may overlook the importance of self-directed and experiential learning.

Conclusions:

  • Re-evaluating CPD structures is necessary to ensure alignment with adult learning best practices.
  • Integrating flexibility and learner-centered approaches can enhance the impact of CPD.
  • Practical models are needed to support both providers and professionals in navigating CPD challenges effectively.