*  Understanding Staff Development (Routledge Revivals) (Hardback) - Routledge

... this book charts the philosophical landscape of staff development at a time when the subject of 'quality' in university ... Preface; 1. Introduction 2. Positive Knowledge and Progress in Staff Development 3. Staff Development for Understanding People ... Staff Development for a Better World 5. Postmodernity and Staff Development: Nowhere to Run 6. By Diverse Paths: Developing ... as well as deliberating over the future of informed staff development. This book will be of interest to staff developers of all ...
https://routledge.com/Understanding-Staff-Development-Routledge-Revivals/Webb/p/book/9780415661669

*  BRIDGE Faculty Development Program | Rider University

Advancement Services Staff. *Development Staff. *Alumni Relations Staff. *Development Staff, Princeton Campus ...
https://rider.edu/offices-services/bridge-faculty-development-program

*  University of Portsmouth Library - Staff Development Workshops

Staff Development Workshops Staff Development Workshops. Supporting E-Learning and Research. Staff Development Workshops are ... For information about all staff development opportunities available to staff, please go to: http://www.port.ac.uk/ ... All staff are welcome to attend. Workshops are held in the University Library seminar rooms. Each workshop normally runs for 2 ... We also run a series of Student Workshops aimed at students, but staff are welcome to attend these as well. ...
port.ac.uk/library/help/teaching/sdw/

*  KnowHow | Staff Development | University of Bristol

We are interested in any feedback you have about the new platform - please email Staff Development at sd-course@bristol.ac.uk ... KnowHow: development at your desk. Want to engage in some professional development but only have a few minutes to spare? ... Whatever your role, whether professional services or academic staff, you will find useful and practical resources to help you ... Finding time for your own development can be difficult. KnowHow allows you to participate in personal and professional ...
bristol.ac.uk/staffdevelopment/professional-services/knowhow/

*  A Model for Effectively Integrating Technology Across the Curriculum: A Three-Step Staff Development Program for Transforming...

A Three-Step Staff Development Program for Transforming Practice: 10.4018/978-1-59904-949-6.ch085: Technology training for ... This model looks at three key phases of staff development: the training phase, the application or use phase, and the final ... Our interest at Robert Morris University was to develop a sequential staff development model that would not only help train ... "A Model for Effectively Integrating Technology Across the Curriculum: A Three-Step Staff Development Program for Transforming ...
https://igi-global.com/chapter/model-effectively-integrating-technology-across/22735

*  Staff Development Courses

... McGill University. , Skip to search Skip to navigation Skip to page ... Staff Development Courses. For a listing of courses offered by Financial Services, consult their Knowledge Base Page. To ...
mcgill.ca/hr-webforms/staffdevelopment/?CourseID=43&ModuleName=HR&EsoOrigin=

*  Faculty and Staff Development

Description
https://utc.edu/think-achieve/faculty-and-staff-development.php

*  Statewide Staff Development Program

... Partnering to Bring Quality Training to Texas. Outreach Programs takes great pride in ...
tsbvi.edu/tsbvi-sponsored-workshops-and-conferences?id=3573

*  Bulletins | Staff Development | University of Bristol

Professional Services Staff Development Bulletin, July 2017 3 July 2017 * Professional Services Staff Development Bulletin, ... Professional Services Staff Development Bulletin, May 2017 8 May 2017 * Professional Services Staff Development Bulletin, April ... Professional Services Staff Development Bulletin, March 2017 7 March 2017 * Professional Services Staff Development Bulletin, ... Professional Services Staff Development Bulletin, October 2017 6 October 2017 * Professional Services Staff Development ...
bristol.ac.uk/staffdevelopment/professional-services/bulletins/

*  GP August Staff Development by Stormy Hickman on Prezi

GP August Staff Development. GP August Staff Development by Stormy Hickman. on 23 August 2012 ...
https://prezi.com/od8zpfxon0jx/gp-august-staff-development/

*  Difference between revisions of "Staff Development" - Professionaltips

Retrieved from "http://wikis.ala.org/professionaltips/index.php?title=Staff_Development&oldid=3080" ...
wikis.ala.org/professionaltips/index.php?title=Staff_Development&diff=3080&oldid=2916

*  Calendar Staff Development TechWNYRIC

All Content ©2012 Erie 1 BOCES. All rights reserved. Legal Notice ...
e1b.org/WNYRIC/WNYRICTopNav/StaffDevelopment/CalendarStaffDevelopmentTechWNYRIC.aspx

*  IT staff development "not good enough" - Training & Development - Strategy - iTnews

development fail grade it make programmes staff strategy the to training & development ... IT staff development "not good enough". By Angelica Mari on Sep 26, 2009 6:46AM ... Current staff development strategies are not good enough to solve the IT leadership skills gap, according to a global study by ... The main consequences of such developments include mid- to junior-level staff with nobody to manage and fewer opportunities to ...
https://itnews.com.au/news/it-staff-development-not-good-enough-156803

*  Libraries closed for Easter, staff development - News - The Daily Ardmoreite - Ardmore, OK

Libraries will also close at 4:30 p.m. Wednesday for staff development. ... Libraries closed for Easter, staff development. Thursday. Mar 28, 2013 at 8:00 AM Mar 28, 2013 at 8:34 AM ... Libraries will also close at 4:30 p.m. Wednesday for staff development. CRLS-Ardmore will reopen April 5 for regular business ...
ardmoreite.com/article/20130328/NEWS/130329741/0/columns

*  Development Staff

Director of Development/Gift Planning. 913.971.3274. rcalexander@mnu.edu. Todd Garrett. Director of Development/Corporate ... Director of Development/Annual Programs. 913.971.3606. pjbrumbaugh@mnu.edu. Kevin Garber. Director of Alumni Relations. 913.971 ... Our Development Team. Jon North. Vice President for University Advancement. 913-971-3600. jonnorth@mnu.edu. ... Development Team. Our Purpose. The Office of University Advancement works to secure financial commitments to MNU that will ...
mnu.edu/giving/donor-relations/development-staff.html

*  Bureau of Education & Research | Program Hours | K-12 Professional Staff Development

... is a sponsor of staff development training for professional educators in the United States and Canada offering seminars, PD ...
ber.org/seminars/seminar_schedule.cfm?location=CHS&group=E

*  Metroid Database :: Metroid: Zero Mission Development Staff Interview

Fujii - There is plenty of additional material that has been added by the staff. It will be new even to those who played it ... N.O.M - Are there any memorable events that occurred in the course of development?. ...
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*  Oxford Centre for Staff and Learning Development

RH: The majority of my development has been on-the-job learning. The beauty of Brookes is that there a lot of people around who ... RH: As AV Manager I manage a team of around 10 staff based over 3 campuses. We are primarily responsible for the audiovisual ... Then an interesting project came along, the Psychology Dept specialises in child development and they set up a BabyLab. It was ... like it but a Professor of Psychology worked with a technician at Oxford University and they already had a Child Development ...
brookes.ac.uk/services/ocsld/career-dev/interviews/russ_humphrey.html

*  Oxford Centre for Staff and Learning Development

An ASKe project: a small scale experiment in the development of social learning space. ...
brookes.ac.uk/services/ocsld/resources/learn_teach_conf/bsle/conf07/index.html

*  Oxford Centre for Staff and Learning Development

Staff. Brookes Learning and Teaching Conference. The Brookes Learning and Teaching Conference is a place where innovation, ... 2009: Moving forward together: staff and students working together to improve the student learning experience at Oxford Brookes ... The conference is open to the Brookes learning community, and explicitly welcomes student and learning support staff ... 2011: Engaging learning through graduate attributes: staff and student perspectives. * 2010: Building networks, partnerships ...
brookes.ac.uk/services/ocsld/resources/learn_teach_conf/

*  Visual Basic Expert Solutions by Que Corporation, Que Development Group Staff |, Paperback | Barnes & Noble®

Que Development Group Staff , at Barnes & Noble. FREE Shipping on $25 or more! ...
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*  Videos - Canadian Digestive Health Foundation

Canadian Digestive Health Foundation helps us understand the development of the human microbiome, understand changes in the ... and a staff physician at St. Michael's Hospital. ...
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*  Star Trek (2009) / Headscratchers - TV Tropes

They were stretched too thin to do anything other than staff the Enterprise with the graduating class of 23XX. The only thing ... They accelerated his emotional development, but then the other Spock didn't experience the same things this Spock did (even ... Second: Starfleet had just lost 80% of their upperclass cadets, a large fraction of Starfleet academy staff that were ... and has presumably taken an interest in Kirk's development over the years, so presumably he feels like something of a mentor to ...
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*  HNRPM Antibody (monoclonal) (M01) - Mouse monoclonal antibody raised against a partial recombinant HNRPM. WB, IF, E - Buy Now!...

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(1/318) Registrars' and senior registrars' perceptions of their audit activities.

OBJECTIVES: To ascertain the level and quality of audit activity among junior doctors, their attitudes to audit, and their views on its educational value. DESIGN: Postal questionnaire survey in April 1991. SETTING: Yorkshire region. SUBJECTS: All 610 registrars and senior registrars recorded as employed in the region. MAIN MEASURES: Grade, current specialty, details of last audit participated in and its educational usefulness, and attitude to audit. RESULTS: 255 (41.8%) completed questionnaires were returned, 148 from registrars and 101 from senior registrars; grade was not indicated in six. 27 respondents were in general medicine, 26 in general surgery, 30 in anaesthetics, and 36 in psychiatry; other specialties had fewer than 20 respondents. About a fifth (54) of respondents, most in psychiatry (19/36, 53%), had not participated in audit. Among the 201 who had participated, the audit topics covered most components of care (access to services (47, 23%), communication (51, 25%), and appropriateness (158, 79%) and effectiveness (157, 78%) of treatment); only 84 (41%) audits set standards, and in only half of them had the doctors been involved in doing so. Doctors responsible for gathering data and those responsible for collating and reporting data found their experience significantly less useful than those who were not. 172 (86%) respondents considered that audit had helped patient care. Suggested improvements to the educational value of audit were mostly for better methods but included requests for less "witch hunting," better feedback, more training, more time, and more participation by consultants. CONCLUSIONS: The educational value of audit to junior doctors could be improved by better audit methods, guidance, and feedback.  (+info)

(2/318) Strengthening health management: experience of district teams in The Gambia.

The lack of basic management skills of district-level health teams is often described as a major constraint to implementation of primary health care in developing countries. To improve district-level management in The Gambia, a 'management strengthening' project was implemented in two out of the three health regions. Against a background of health sector decentralization policy the project had two main objectives: to improve health team management skills and to improve resources management under specially-trained administrators. The project used a problem-solving and participatory strategy for planning and implementing activities. The project resulted in some improvements in the management of district-level health services, particularly in the quality of team planning and coordination, and the management of the limited available resources. However, the project demonstrated that though health teams had better management skills and systems, their effectiveness was often limited by the policy and practice of the national level government and donor agencies. In particular, they were limited by the degree to which decision making was centralized on issues of staffing, budgeting, and planning, and by the extent to which national level managers have lacked skills and motivation for management change. They were also limited by the extent to which donor-supported programmes were still based on standardized models which did not allow for varying and complex environments at district level. These are common problems despite growing advocacy for more devolution of decision making to the local level.  (+info)

(3/318) Health insurance and productivity.

AIM: To provide a conceptual understanding of the basic relationship between health insurance and overall economic productivity, and to look at the human development index as a proxy for the quality of human capital. METHODS: Economic data and data related to human development in Central and Eastern European (CEE) countries, including Croatia, were compared to the European Union (EU) average. Data were selected out of databases provided by the International Monetary Fund, the Organization for Economic Cooperation and Development, and the United Nations. Income and growth rates were related to the EU averages. The human development index was used to compare the level of the average achievements in the longevity of life, knowledge, and quality of living in CEE countries. RESULTS: Relative to the EU-average, human development is lagging behind in CEE countries. Considering the world as a benchmark regarding human development, 8 out of 13 CEE countries exceed the world. However, all CEE countries have 3-28% lower human development than the industrialized countries. CONCLUSIONS: The specific challenge for transition countries is how to adopt strategies to translate economic progress into health and social gains through reliable institutions, among them social health insurance bodies. The institutions and the provision of social health insurance are particularly challenged at a turning point when transition in terms of macroeconomic stabilization, along with the consolidated organization and financing of social and health insurance schemes, is accommodated to a business cycle-driven market economy.  (+info)

(4/318) Human resource development: the management, planning and training of health personnel.

The morale of health personnel is fast becoming the major factor affecting both the sustainability and the quality of health care world-wide. Low morale mirrors problems ranging from declining balance of payments allocation to GNP, and a lack of support for the health system from the very top down to the rigid application of national pay, grading and career structures, and the stress of not being able to do the job properly. While many of these and other problems have been voiced again and again in the press and in the academic literature, much of the work on health manpower development has focused on the planning and production of personnel. This has been with the aim of producing specific categories of better-trained health workers with relevant qualifications, resulting in a heavy emphasis on a quantitative output. In this paper it is argued that the management of health personnel, the qualitative aspect of staff development, has been relatively neglected. Unless and until the management of human resource development receives the attention it needs, seeds of discontent, disillusion and dissatisfaction will ultimately lead to national health services losing their competitiveness as employers. The sustainability and quality of health programmes will then be in even greater jeopardy than they are at present. The planning, production and management components of health manpower development have developed haphazardly as verticle activities. A new term such as 'human resource development; the management of health personnel' might help ensure the concept of an integrated process contingent on economic, political, organizational and other important circumstances.  (+info)

(5/318) Rethinking human resources: an agenda for the millennium.

Health care reforms require fundamental changes to the ways in which the health workforce is planned, managed and developed within national health systems. While issues involved in such transition remain complex, their importance and the need to address them in a proactive manner are vital for reforms to achieve their key policy objectives. For a start, the analysis of human resources in the context of health sector appraisal studies will need to improve in depth, scope and quality by incorporating functional, institutional and policy dimensions.  (+info)

(6/318) A competency model for general practice: implications for selection, training, and development.

BACKGROUND: The role of the general practitioner (GP) has changed significantly over the past decade. This problem is compounded by growing concern over postgraduate attrition rates from medicine, with current estimates as high as 19%. AIM: To define a comprehensive model of the competencies required for the job role of GP. METHOD: Three independent studies were conducted to define GP competencies including (1) critical incidents focus groups with GPs, (2) behavioural coding of GP-patient consultations, and (3) critical incidents interviews with patients. Study 1 was conducted with GPs (n = 35) from the Trent region. Study 2 involved observation of GP-patient consultations (n = 33 consultations), and Study 3 was conducted with patients (n = 21), all from a Midlands-based medical practice. RESULTS: The data collected from the three studies provided strong evidence for a competency model comprising 11 categories with a summary of the associated behavioural descriptions. Example competencies included empathy and sensitivity, communication skills, clinical knowledge and expertise, conceptual thinking, and coping with pressure. CONCLUSIONS: Triangulation of results was achieved from three independent studies. The competencies derived imply that a greater account of personal attributes needs to be considered in recruitment and training, rather than focusing on academic and clinical competency alone. The model could be employed for future research in design of selection techniques for the role of GP.  (+info)

(7/318) Changes in learning-resource use across physicians' learning episodes.

INTRODUCTION: This study explores the numbers of learning resources physicians use at each stage in self-directed learning episodes addressing general problems. MATERIALS AND METHODS: A survey of a statewide random sample of doctors estimated the number of resources used at each stage in solving various general problems. RESULTS: The 50% response rate for faculty allowed generalization of findings to the population of these physicians; the rate for nonfaculty physicians was too low to allow generalization. Faculty findings showed (1) broader resource use in learning about diseases than diagnosis or therapeutics (2) comparable numbers of resources used in deciding whether to take on the learning problem and learning the required skills and knowledge, (3) greater numbers of resources selected to evaluate the problem and to learn the required skills and knowledge than to gain experience with the newly learned skills and knowledge, and (4) support for assertions that doctors value learning resources that are accessible, applicable, familiar, and time effective. DISCUSSION: The findings were interpreted in light of theory describing physicians' self-directed learning episodes, and implications are presented for physicians-in-training, physicians, and medical librarians.  (+info)

(8/318) The changing face of dental education: the impact of PBL.

The past decade has seen increasing demands for reform of dental education that would produce a graduate better equipped to work in the rapidly changing world of the twenty-first century. Among the most notable curriculum changes implemented in dental schools is a move toward Problem-Based Learning (PBL). PBL, in some form, has been a feature of medical education for several decades, but has only recently been introduced into dental schools. This paper discusses the rationale for the introduction of a PBL pedagogy into dental education, the modalities of PBL being introduced, and the implications of the introduction of PBL into dental schools. Matters related to implementation, faculty development, admissions, and assessment are addressed. Observations derived from a parallel-track dental PBL curriculum at the University of Southern California (USC) are presented and discussed. This program conforms to the Barrows (1998) concept of "authentic PBL" in that the program has no scheduled lectures and maintains a PBL pedagogy for all four years of the curriculum. The USC dental students working in the PBL curriculum have attained a high level of achievement on U.S. National Dental Boards (Part I) examinations, significantly superior to their peers working in a traditional lecture-based curriculum.  (+info)



Phase


  • Phase 2: Development of a new theory-based survey instrument and cognitive interview testing of this survey. (clinicaltrials.gov)
  • Development of a new theory-based survey instrument and cognitive interview testing of this survey with approximately five clinicians (of those who participated in Phase 1). (clinicaltrials.gov)
  • This model looks at three key phases of staff development: the training phase, the application or use phase, and the final phase of integration that involves a transformation from the teacher-centered to the learner centered classroom. (igi-global.com)

research


  • To learn more about this study, you or your doctor may contact the study research staff using the contacts provided below. (clinicaltrials.gov)

Program


  • A Model for Effectively Integrating Technology Across the Curriculum: A Three-Step Staff Development Program for Transforming Practice. (igi-global.com)

book


  • First published in 1996, this book charts the philosophical landscape of staff development at a time when the subject of 'quality' in university teaching and learning was under examination. (routledge.com)
  • This book will be of interest to staff developers of all kinds and more generally, to anyone concerned with education and human development. (routledge.com)

looks


  • He focuses on what the basis for educational and staff development actually is and looks at the weaknesses of the then current practices, as well as deliberating over the future of informed staff development. (routledge.com)

Series


  • We also run a series of Student Workshops aimed at students, but staff are welcome to attend these as well. (port.ac.uk)