...Personal Development Planning For Postgraduate Research Students Postgraduate Personal Development Planning 1 INTRODUCTION Personal Development Planning (PDP) is a process already present in most PhD supervision and study practices. PDP is ‘a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development’ (QAA 2001). This handbook provides guidelines for Postgraduate Research students at Queen’s on what PDP involves and to help you to get the most out of the process. Please note that there may be slight variations or specific requirements for you in your School or subject area. Key features of PDP: • PDP is an ongoing process, not a single document, nor is it carried out at a single point in time. • It provides you with the opportunity to plan, reflect on and record your progress, development and achievements. • PDP formalises good practice in working for and supervising a research degree. • PDP is a structured and supported process. The structure and support is provided by: - The Skills Analysis Questionnaire - The Postgraduate Skills Training Programme (PSTP) - Records of meetings with your supervisor(s) - Training plans - Formal reviews – 3 month, differentiation, and annual monitoring - Records and evidence of your achievement - Your evaluation and reflection of your progress, achievements and skills - Your research diary or log...
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...The words of Lord Dearing continue to ring true. The economic and social prosperity of the UK depends upon a healthy knowledge‐based economy. In our globally competitive economic environment, never before has there been a greater need for a talented, enterprising workforce, for constant innovation in product and service development, for a thriving culture of entrepreneurship, for dynamic leading‐edge scientific and technological development and for world‐class research that attracts investment. In collaboration with business, and with the support of government, the UK university sector has the capability to fulfil Lord Dearing’s vision: to be the source of strength in the UK’s knowledge based economy of the twenty first century. Universities are an integral part of the skills and innovation supply chain to business. However, this supply chain is not a simple linear supplier‐purchaser transaction; it is not the acquisition of a single product or service. This supply chain is multi‐dimensional, it has to be sustainable, and it has to have quality, strength and resilience. These attributes can only be secured through close collaboration, partnership and understanding between business and universities. The multi‐dimensional nature of the supply chain is represented by a landscape of business‐ university collaboration, consisting of a number of highly diverse domains of activity. For example: the education of highly skilled graduates, applied...
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...Educational Supervisor 1.3 ATSM Director 1.4 ATSM Preceptor 1.5 ATSM Educational Supervisor 1.6 Deanery Ultrasound Co-ordinator 1.7 Ultrasound Educational Supervisor 1.8 Subspecialty Training Programme Supervisor (STPS) 4 5 5 7 8 10 12 13 15 16 Section 2: Structure of postgraduate education 2.1 The curriculum 2.2 Postgraduate training, assessment and appraisal 2.3 Annual review of training 2.4 RCOG forms for appraisal 2.5 MRCOG examinations 2.6 DRCOG examination 18 22 25 30 31 32 34 Section 3: Managing local/regional education 3.1 Guidance for dealing with the poorly performing trainee 3.2 Regional education 3.3 Welcoming the new trainee 3.4 Training needs for trainers 3.5 Top tips for College Tutors and Educational Supervisors 35 35 36 39 39 40 2 Section 4: Resources 4.1 Bibliography for medical education 4.2 List of educational resources 42 42 42 Section 5: Appendices 5.1 Appendix 1: Sample letter of welcome 5.2 Appendix 2: Example of introductory programme 45 45 47 3 Introduction The delivery of training and education is a core responsibility for the National Health Service (NHS). The General Medical Council sets the standards for undergraduate and postgraduate medical education and works with the Colleges to determine the curriculum, assessments and implementation. The Royal College of Obstetricians and Gynaecologists (RCOG) has established specific educational roles to support the delivery of training. This document is provided as...
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...VICTORIA UNIVERSITY COURSE BROCHURE Got questions about studying at Victoria University, visiting, or applying? WELCOME MD MANJURUL Phone: +61 3 9919 1164 Email: international@vu.edu.au Apply online: www.vu.edu.au/courses/how-to-apply Find an agent: http://eaams.vu.edu.au/BrowseAgents.aspx This is your introduction to the incredible array of academic programs and resources we offer. Feel free to create additional brochures if your interests change. IN THIS BROCHURE Campuses, facilities and services Why study at Victoria University How to apply Cost of living English language requirements (TAFE/VET) English language requirements (Undergraduate) English language requirements (Postgraduate) English language courses Scholarship opportunities for international students Accommodation and private rentals Student support and safety Career and employment services Live in Melbourne SELECTED COURSES Diploma of Accounting Diploma of Library and Information Services Advanced Diploma of Engineering Technology Diploma of Engineering - Advanced Trade Diploma of Engineering Technology Information and fees listed in this brochure are for non-resident students starting the course in 2015. Fees are subject to approval and may change. In some courses students must buy equipment or clothing that they will need in the course. These equipment or clothing costs are not included in the course fees listed and we recommend you seek advice from the...
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...London School of Business & Finance (LSBF) Module Assignment Title Assignment Type Word Limit Weighting Issue Date Submission Date Issued by (Assessor) Internal Verifier Plagiarism Masters in Business Administration Systems and Operations Management Systems and Operations Management - Critical Evaluation of the Competitive Factors Report 4000 - 4500 words 100% 5th May 6th June S M A Hashmi Junaid Shaikh When submitting work for assessment, students should be aware of the LSBF guidance and regulations in concerning plagiarism. All submissions should be your own, original work. You must submit an electronic copy of your work. Your submission will be electronically checked. The Harvard Referencing System must be used. The Wikipedia website must not be referenced in your work. On successful completion of this assignment you will be able to: Harvard Referencing Learning Outcomes LO Learning Outcome Description Knowledge and Understanding Critically appraise ways in which the operations and Information Systems functions contribute to an organisation’s competitiveness and strategic direction. Synthesise and evaluate complex information on IT related issues. LO1 LO2 LO3 Identify and justify the information required to establish and implement effective operational decisions, with particular reference to change management. Describe and critically assess organisations information and business process perspective. from systems, LO4 LO5 Appreciate how...
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...guide to the research process in art and design / by Carole Gray and Julian Malins. p. cm. Includes index. ISBN 0-7546-3577-5 1. Design--Research--Methodology--Handbooks, manuals, etc. 2. Art--Research--Methodology-Handbooks, manuals, etc. 3. Research--Methodology--Handbooks, manuals, etc. I. Malins, Julian. II. Title. NK1170.G68 2004 707’.2--dc22 ISBN 0 7546 3577 5 Typeset by Wileman Design Printed and bound in Great Britain by MPG Books Ltd, Bodmin, Cornwall Ashgate Publishing Company Suite 420 101 Cherry Street Burlington, VT 05401-4405 USA 2004004900 Contents List of figures vii ix x Authors’ biographies By way of a foreword: ‘Alice is in wonderland’. Discuss Mike Press Acknowledgements Introduction 1 1 xiv Planning the journey: introduction to research in Art and...
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...House of Commons Health Committee Modernising Medical Careers Volume II Written evidence Ordered by The House of Commons to be printed 8 November 2007 HC 25-II, Session 2007-08 Published on 14 November 2007 by authority of the House of Commons London: The Stationery Office Limited £20.50 The Health Committee The Health Committee is appointed by the House of Commons to examine the expenditure, administration, and policy of the Department of Health and its associated bodies. Current membership Rt Hon Kevin Barron MP (Labour, Rother Valley) (Chairman) Charlotte Atkins MP (Labour, Staffordshire Moorlands) Mr Ronnie Campbell MP (Labour, Blyth Valley) Jim Dowd MP (Labour, Lewisham West) Sandra Gidley MP (Liberal Democrat, Romsey) Dr Doug Naysmith MP (Labour, Bristol North West) Mike Penning MP (Conservative, Hemel Hempstead) Mr Lee Scott MP (Conservative, Ilford North) Dr Howard Stoate MP (Labour, Dartford) Mr Robert Syms MP (Conservative, Poole) Dr Richard Taylor MP (Independent, Wyre Forest) Powers The Committee is one of the departmental select committees, the powers of which are set out in House of Commons Standing Orders, principally in SO No 152. These are available on the Internet via www.parliament.uk. Publications The Reports and evidence of the Committee are published by The Stationery Office by Order of the House. All publications of the Committee (including press notices) are on the Internet at www.parliament.uk/healthcom Committee staff The current staff...
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...And Applications Appendix 8 Resources 3 CONTINUING PERSONAL AND PROFESSIONAL DEVELOPMENT AT UCL 1. INTRODUCTION PURPOSE: This document is intended to provide staff at UCL with a clear understanding of continuing professional development (CPD), and its importance, within the context of UCL. It is also intended to encourage equality of opportunity by encouraging everyone to plan their development and record their skills. The guide will act as a transportable toolkit to help with the planning and recording of your personal and professional development. It should be used in conjunction with any continuing professional development (CPD) related specifically to your profession or professional registration. The guide also explains why you should record your learning and development, and how to do it. WHAT IS CPD? The Chartered Institute of Personnel and Development (CIPD) defines CPD as “the need for individuals to keep up to date with rapidly changing knowledge.”1 Other organisations refer to structured processes “to maintain, develop and enhance skills, knowledge and competence both professionally and personally in order to improve performance at work”2. The Chartered Institute of Management3 states that ‘Effective CPD is a commitment to...
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...green space and lakes. At the heart of it all is the new Student Centre, which was completed in 2011. With its accessible areas, Library services and multitude of facilities, it is a place for students to study or just gather together and we are very proud of this building. In 2011 we celebrated 10 years of another important building, the Gallagher Academy of Performing Arts. This world-class facility was the vision of a group of driven Waikato people. It quickly became a focal point in the campus and continues to be an important venue for the performing arts community. I encourage you to experience all our facilities during your study at Waikato. We are heading towards our 50th anniversary in 2014; you are benefitting from many years of planning, hard work and vision. I sincerely hope you enjoy your time at the University of Waikato; I urge you to make the most of the excellent education, the beautiful setting and the top facilities and then...
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...COURSE AND SUBJECT GUIDE POSTGRADUATE MANAGEMENT PROGRAMS 2010 The information contained in this Course and Subject Guide: • • is current only at the date it is published and Melbourne Business School is under no obligation to update the information or correct any inaccuracy which may become apparent at a later date; and is not intended to provide or make recommendation on which you should rely. Melbourne Business School reserves the right to change course content, lecturers, course time, examination procedures and other course details. To the extent permitted by law, Melbourne Business School specifically excludes any liability for any error or inaccuracy in, or omissions from, the information in this Guide and any loss or damage which you or any person may suffer. Last updated: 12 March 2010 1 2 MELBOURNE BUSINESS SCHOOL 2010 ACADEMIC CALENDAR ___________________________________________________________________ TERM 1 Thursday Monday Tuesday 14 January 18 January 26 January Orientation Evening – Weekend Mode and Standard Part Time World of Management Weekend Mode and Part Time (until Friday 22 January) Australia Day Academic School Holiday Carlton Campus on Sunday operations Monday Thursday Friday Monday Thursday Friday Friday Thursday Friday Sunday 9 February 18 February 26 February 8 March 18 March 19 March 2 April 15 April 16 April 25 April Commencement Term 1 Teaching (standard 12-week format subjects) Weekend Mode – Module 1a (until...
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...ACADEMIC GUIDELINES www.ibs.utm.my ACADEMIC GUIDELINES CONTENTS ITEM PAGE Overview / Background of UTM 4 Philosophy of UTM 4 Vision of UTM 4 Mission of UTM 4 Motto of UTM 4 International Business School (IBS) In Brief 5 Vision of UTM IBS 5 Mission of UTM IBS 5 Core Values 5 Client Charter 6 UTM IBS Organization Chart 7 Postgraduate Administrator 8 Graduate Faculty 9 Enrolment and Duration Of Studies 13 Change of Program Of Study, Type of Registration, And Mode of Study 13 Withdrawal (TD) of a Course 14 Attendance 14 Academic Load 14 Credit Exemption and Transfer 15 Grading System 16 Academic Standing 17 Deferment, Suspension and Termination 18 2 ACADEMIC GUIDELINES ACADEMIC PROGRAMMES MASTER OF BUSINESS ADMINISTRATION (MBA) 20 21 Introduction MBA Course Structure Programme Specifications and Learning Outcomes 23 Course Synopsis 26 21 DOCTOR OF BUSINESS ADMINISTRATION (DBA) Programme Specifications and Learning Outcomes DBA Course Structure 38 41 OTHER INFORMATION REFERENCES UTM IBS Postgraduate Student Society (PGSS) 42 43 3 ACADEMIC GUIDELINES OVERVIEW / BACKGROUND OF UTM The main campus of Universiti Teknologi Malaysia (UTM) is located in a strategic area of 1,177 hectares in the Iskandar Development Region, Johor.UTM has another campus known as the UTM Kuala Lumpur, Jalan Semarak with an area of 18 hectares. The history of UTM began in 1904 as a Treacher Techical School and was later...
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...counsel patients regarding latex vs. nonlatex condom use, respectively. Ninety-six percent knew spermicides were nonprotective against sexually transmitted diseases (STDs); however, there was limited knowledge about delivery options. Only 17% had ever fit or prescribed a diaphragm, and 30% reported knowledge in performing a fitting. Greater than 80% of residents stated they received no formal didactics addressing the use of condoms, spermicides, or diaphragms. Limited experience regarding Cycle Beads and natural family planning was expressed. Conclusions: Obstetrics-gynecology residents receive little formal training about barrier and OTC contraceptive options and seek more education because of their awareness of inadequate knowledge. Introduction he Accreditation Council for Graduate Medical Education (ACGME) and Residency Review Committee require that all obstetrics-gynecology residency programs include education and training regarding ‘‘clinical skills in family planning.’’1 Furthermore, because a woman’s choice for contraception is highly individual and depends on multiple factors, it is important that education encompasses the spectrum of all available...
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...Development WEEK 1- 7 LECTURE NOTES Learning Outcome: Understand how self-managed learning can enhance lifelong development Learning Objectives: WEEK ONE Self-managed learning: self-initiation of learning processes; clear goal setting, eg aims and requirements, personal orientation achievement goals, dates for achievement, self-reflection WEEK TWO Learning styles: personal preferences; activist; pragmatist; theorist; reflector, eg reflexive modernisation theory; Kolb‘s learning cycle WEEK THREE Approaches: learning through research; learning from others, eg mentoring/coaching, seminars, conferences, secondments, interviews, use of the internet, social networks, use of bulletin boards, news groups WEEK FOUR Effective learning: skills of personal assessment; planning, organisation and evaluation WEEK FIVE & WEEK SIX Lifelong learning: self-directed learning; continuing professional development; linking higher education with industry, further education, Recognition of Prior Learning, Apprenticeships, Credit Accumulation and Transfer Schemes WEEK SEVEN Assessment of learning: improved ability range with personal learning; evidence of improved levels of skill; feedback from others; learning achievements and disappointments Self-managed learning: Self-initiation of learning processes 2 What is Self Managed Learning? Self Managed Learning (SML) is about individuals managing their own learning. This includes people taking responsibility for decisions about: - • what you learn ...
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...is that the learner becomes aware that they should be the originator of their thinking, meaning to say the learner should take more control of their learning instead of passively receive information from the teacher. In addition, facilitating learning is usually form part of healthcare’s professional code, as mentioned in code of practice by Nursing Midwifery Council (2008) that registered nurse must be willing to share their experiences and skills for the good of their colleagues and must facilitate student and others to develop their competent. In order to fulfill this subject, I have two main parts to complete. First, a plan for facilitating a learning session applied all the relevant theories that have been lecturing, and the second part, I am going to write here is a reflective essay using Gibb’s (1988) reflective cycle on what I have learn from this module and my learning from the observed session. In this paper, I used the Gibbs cycle cited in Kilgallon and Thompson (2012). Gibbs (1988) cycle is a widespread model for reflection. It comprises of 6 stages: description, feelings, evaluation, analysis, conclusion and action plan, all which I would go stage by stage. BODY Description At the beginning of this subject, a series of lectures had been delivered....
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...Literature Review: Our thesis aims to evaluate work based learning approaches in developing acute skills for nurses in critical care wards. In this section of the literature review, we will discuss policies in the nursing profession, case studies and various approaches to work based acute skills learning programmes. For our purposes we conducted a literature search using popular medical databases and terms such as ‘acute skills’ ‘learning programmes’ and ‘critical care learning’. Our review highlights on the several important approaches to work based learning ranging from reflective practice to experiential learning and work based formal practical training to enhance professional skills. A learning programme for acute ward nurses responsible for caring of critically ill patients has been the central focus of nursing practice development. According to Coad et al (2002), a work-based learning approach has been found to empower ward staff with the necessary skills of nursing and the authors studied the efficacy of a five-day competency based high dependency skills course in enhancing professionalism and quality of care in nursing. The aims of comprehensive critical care are developing leadership potential and enhancing networking opportunities for nurses within critical care and acute ward areas. Critical care is the most challenging aspect of nursing care and acute skills in nursing are enhanced not just by work-based learning programs but also from first hand nursing and...
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