The Professional Development Portfolio Process

Weddle, Dian O.; Himburg, Susan P.; Collins, Nancy; Lewis, Ralph G.

doi:10.1016/s0002-8223(02)90319-6

Cited by 82 publications

(25 citation statements)

References 19 publications

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“…CPD is an integral aspect of health professions globally (Jasper 1995;Jensen and Saylor 1994;Kostrzewski et al 2008;McMullan et al 2003;Weddle et al 2002). CPD is fundamental within the Australian health context, as most professions are required to actively participate in and record professional development activities in order to maintain accreditation or registration.…”

Section: Continuing Professional Developmentmentioning

confidence: 99%

E-portfolios support continuing professional development for librarians

Hampe

Lewis

2013

The Australian Library Journal

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The current professional requirements within the Australian health context for evidential mandatory professional development provided the impetus for a small health library to implement an e-portfolio platform for library staff. The primary objective of the project -to provide staff with a tool to record, store evidence of, and reflect on continuing professional development activities -has been achieved. The most challenging aspect of the project was the requirement for staff to engage in reflective practice. The e-portfolio will also be used for the performance review process with the aim of more closely aligning individual professional and career development with the library's goals and the strategic direction of the parent organisation. While the context of this project was a health library, the findings and implications for practice are applicable to the wider library profession.

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Section: Continuing Professional Developmentmentioning

confidence: 99%

E-portfolios support continuing professional development for librarians

Hampe

Lewis

2013

The Australian Library Journal

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“…Other scholars like (Dockter 2001 [14] and Weddle et al 2003 [20] ), equally related quality of education to students' GPA. In all these, the studies showed that in institutions of learning with high educational quality (quality learning environment, quality content and quality process), the students' GPA were high.…”

Section: Relationship Between Quality Of Education and Gpamentioning

confidence: 99%

Course managing, teaching and assessing undergraduates at the Medical School of the University of Zambia

2017

International Journal of Humanities, Social Sciences and Educat

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“…Austin et al, 2008;Guskey, 2000;Imogen et al 1999, Weddle et al, 2002. However, all three approaches are rooted in concepts of learning as an individual, psychological phenomenon, a process of 'acquiring' and perhaps reflecting upon new knowledge and skills.…”

Section: Problems Of Self-assessment and Their Learning Assumptionsmentioning

confidence: 99%

Making to measure? Reconsidering assessment in professional continuing education

Fenwick

2009

Studies in Continuing Education

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Drawing on studies of teachers, accountants and pharmacists conducted in Canada, this essay examines models for assessing professional learning that currently enjoy widespread use in continuing education. These models include professional growth plans, self-administered tests, and learning logs, and they are often used for regulatory as well as developmental purposes by professional associations. The essay argues what others have critiqued about such self-assessment models: that their assumptions about learning are problematic and limiting in a number of respects, privileging human consciousness and intention, and literally 'making' a particular professional subject that is atomised and conservative. The essay goes on to suggest alternative perspectives that are receiving increasing attention in theorising work-related learning and that may offer fruitful questions for re-considering the nature of professional learning and its assessment. Three perspectives in particular are outlined, all of which shift the focus from the learning subject to practice as material, emergent and systemic: complexity theory, actor-network theory and cultural-historical activity theory. The discussion concludes with possible approaches to assessment of professional practice suggested by these perspectives.

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The Professional Development Portfolio Process

Cited by 82 publications

References 19 publications

E-portfolios support continuing professional development for librarians

E-portfolios support continuing professional development for librarians

Course managing, teaching and assessing undergraduates at the Medical School of the University of Zambia

Making to measure? Reconsidering assessment in professional continuing education

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