Abstract
Several institutions have changed their curricula in the last decade to make physical education courses more health oriented. As one might expect, such a shift in focus would need new and distinct professional development requirements for medical educators (ME). However, in academic research, the professional learning and growth of university practitioners have not been adequately researched and examined. The goal of this chapter was to paint a picture of how medical educators (ME) in higher education make meaning of their participation in continuous professional development (CPD) activities.
TopResult And Discussion
This section presents the result of the literature review. According to Leberman & McDonald (2016), the quality of instruction is the most critical factor in the success of ME students. While the national policy provides greater public rights towards education and better qualifications, it also expects other aspects of being recognised as a professional teacher, such as lifelong learning. Lifelong learning, including continuing professional development (CPD), therefore, may play an important role in maintaining competence and confidence of medical educators so they can function effectively. The integrity of the teaching profession depends on how the lecturers are committed to lifelong learning in a profession. However, nowadays, the issue is somehow becoming more complicated. Understanding the subject, teaching skills, and educator empowerment has all been shown to be boosted by effective ME-CPD. A lecturer's professional life should include CPD, and a lecturer of medical education should be no exception as it helps medical educators build networks of expert learners. An effective ME-CPD contains some or all of the criteria above. From their traits, lecturer-learners have personal and professional demands. We cannot meet such requirements without understanding the instructors' social and cultural surroundings. First, we will evaluate CPD aspects that have been discussed in the literature and are essential to this chapter.
A lecturer should engage in a wide range of professional development activities, but there is no precise formula for how long and how often he should do so. One-Time CPD sessions do not alter the lecturer, say academics. In the research by Bentall (2020), CPD facilitators emphasised that one-off workshops focusing on topic knowledge and competence might only be a beginning point for encouraging lecturer improvement. More empowerment is required to make instructors active learners. Lecturer capability is not only facts and concepts, however. Single doses of new subject information are inadequate for changing instructors' teaching approaches.
Key Terms in this Chapter
Community Of Practice: A group of individuals who gather together to achieve both individual and collective objectives and who have a similar concern, set of issues, or topic of interest. Communities of practice frequently center on knowledge creation and exchange to develop a field of professional practice. An essential component of this is continual interaction.
Knowledge Generators: The social role of science and knowledge in ensuring the continuation of the environment, freedom, democracy, cultural variety, and human coexistence.