About Us: Expressing the Purpose of University Continuing Education in Canada

McLean, Scott

doi:10.21225/d5cs3k

Cited by 13 publications

(9 citation statements)

References 12 publications

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“…[27][28][29] Experience with the CPD model around the world is growing; [27][28][29][30][31][32][33][34][35] however, it has not been fully adopted by pharmacists 27,31 and use varies depending on the practice setting. 12,33 The role of university-based CE has been described as fulfilling "the needs or goals of learners seeking professional development, personal enrichment, or the furthering of knowledge and skills" 36 often in collaboration with other faculties, universities, communities, and external organizations. Some CE providers have characterized their role in the context of knowledge translation; that is, using research to improve clinical practices.…”

Section: Introductionmentioning

confidence: 99%

University-Based Continuing Education for Pharmacists

Schindel

Kehrer

Yuksel

et al. 2012

American Journal of Pharmaceutical Education

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University-based continuing education (CE) fulfills an important role to support the professional development of pharmacists, advance the practice of pharmacy, and contribute to societal needs for research and healthcare services. Opportunities for pharmacists to engage in new models of patient care are numerous worldwide, particularly as pharmacists' scope of practice has expanded. Approaches to CE have changed to address the changing needs of pharmacists and now include a variety of approaches to support development of knowledge and skills. There is emphasis on the learning process as well as the knowledge, with the introduction of the concept of continuing professional development (CPD).As institutions of research and education, universities are uniquely positioned to bridge the gap between academic and practice environments, providing opportunities for translation of knowledge to practice. The Faculty of Pharmacy and Pharmaceutical Sciences at the University of Alberta is a provider of CE in Alberta, Canada, where an expanded scope of pharmacy practice includes prescribing, administering injections, accessing electronic patient records, and ordering laboratory tests. In this paper, the Faculty offers views about future directions for CE, including the integration of CE with core faculty activities, expanding the audience for CE, areas of focus for learning, and partnerships. Finally, we hope to ignite dialogue with others in the profession about the role and function of university-based CE.

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Section: Introductionmentioning

confidence: 99%

University-Based Continuing Education for Pharmacists

Schindel

Kehrer

Yuksel

et al. 2012

American Journal of Pharmaceutical Education

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“…In the process of analyzing traditional and modern scientific research [9][10][11][12][13][14][15][16][17][18][19][20], we revealed that the interaction of educational institutions at all levels is a potential means of managing the educational path of a future specialist and provides pedagogically appropriate management of the influences of the educational environment on the development process of a school student -a future applicant. This is extremely important for building a vector of his professional development on the basis of continuity [21][22][23][24][25][26][27][28][29][30].…”

Section: Resultsmentioning

confidence: 99%

Interaction in the Development of Special Abilities of Students in a Continuity Multi-Level Educational Complex

Легенчук¹,

Arpentie²,

Hoteeva³

et al. 2020

Proceedings of the IV International Scientific and Practical Conference 'Anthropogenic Transformation of Geospace: Nature, Econ

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The problem of the ecology of the educational process currently stands as the problem of such an organization and such training of specialists that would 1) correspond to the substantive features and processes of human development as a person, partner and professional; 2) corresponded to the requirements of the profession and sociocultural standards of life of the subject of professional work; 3) corresponded to the salaries of modern business and production in various fields. The central problem of organizing and optimizing this process is the environmentally effective and productive interaction of educational organizations and their units, entities of different levels and types, in the formation and implementation of educational programs aimed at training professionals, identifying and developing their special abilities (technical, artistic, etc.). The article discusses the interaction of educational institutions, contributing to the development of visual abilities of students in the modernization and reform of modern Russian education. The aim of this study is investigation of the potential directions for multi-level educational complex development. The authors analyze the content of this interaction in order to optimize the concept of succession of secondary vocational and higher education developed by him, including in its structure the substantial components of general and additional education. The authors analyzes the content of this interaction in the training of future designers and teachers of technology and design in the structure of a multi-level educational complex.

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“…Canadian continuing education has offered learners opportunities to meet their professional development needs, benefit their enrichment, and further their knowledge and skills. Continuing education also offers linkages to communities and external agencies through various means of collaboration, including curriculum design and students' engagement (McLean, 2007). The provincial responsibility for economic growth and the diversity of economies across the country has meant that some sectors have developed more utilitarian postsecondary offerings, focusing on vocational and workforce training (Kirby, 2007).…”

Section: Gartner (2021)mentioning

confidence: 99%

Non-credit Nonprofit Management Education: Beyond Mapping and Towards Critical Qualitative Inquiry

Gartner

2021

CJNSER

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Nonprofit management education (NME) has received attention from scholars and practitioners over the past thirty years. Much of the research on NME focuses on credit-based university courses, primarily reflecting a U.S. context. Left out of analyses are non-credit NME offerings. This article relocates to an English-speaking Canadian landscape where a substantial number of non-credit NME courses are found. Mapping methodologies, favoured to showcase the breadth of NME, cannot offer deeper insight into questions and critiques of non-credit NME curriculum and instruction. This article shows how syllabi review and critical qualitative inquiry can deepen knowledge of non-credit offerings. A new research agenda for non-credit NME is required to support nonprofit managers to achieve their social goals. RÉSUMÉDepuis une trentaine d’années, la formation en gestion des organismes sans but lucratif (OSBL) a retenu l’attention d’universitaires et de praticiens. Cependant, une grande partie de leurs recherches sur la gestion des OSBL se concentre sur des cours universitaires offrant des crédits, et reflète un contexte principalement américain. Les cours sans crédit sur la gestion des OSBL sont omis des analyses. Cet article se focalise sur un paysage canadien anglophone où l’on retrouve un nombre important de cours sans crédit sur la gestion des OSBL. Certaines méthodologies de schématisation, privilégiées pour mettre en valeur la portée de tels cours, sont inefficaces pour offrir un aperçu plus approfondi des questions et critiques concernant le curriculum et l’enseignement de cours sans crédit sur la gestion des OSBL. Cet article montre comment la revue de plans de cours et l’enquête qualitative critique peuvent en revanche servir à approfondir la connaissance de ces cours sans crédit. Ainsi, un nouveau programme de recherche pour les cours sans crédit sur la gestion des OSBL s’avère nécessaire pour aider les gestionnaires d’OSBL à atteindre leurs objectifs sociaux.

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About Us: Expressing the Purpose of University Continuing Education in Canada

Cited by 13 publications

References 12 publications

University-Based Continuing Education for Pharmacists

University-Based Continuing Education for Pharmacists

Interaction in the Development of Special Abilities of Students in a Continuity Multi-Level Educational Complex

Non-credit Nonprofit Management Education: Beyond Mapping and Towards Critical Qualitative Inquiry

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