Developing a Personal Program for Continuing Education

Abstract

The increasing number of field expeditions studying or working abroad each year is currently unparalleled by medical research efforts or data from which health professionals can make meaningful recommendations about how to keep personnel in the field healthy. The medical planning, organizing, and data are presented from a geology expedition to Guatemala involving 25 persons. Only minor medical problems were encountered, and less than 1% of the total person days at risk were lost due to illness. Eight guidelines are presented as a tool to assist any health professional in the planning and preparing of a team for the field.     

继续教育与素质提升--青年教师群体的发展之路

数百年来,社会把个人的生活分成两半:"前半生接受教育,后半生从事工作".这种划分显然缺乏科学根据.然而,这种缺乏科学根据的划分,却多少影响到教育领域,使之形成"职前接受知识,职后传授知识"的理念.     

Perceived Continuing Education Needs of Licensed Clinical Social Workers

Abstract

Although recent studies have explored various aspects of licensed practice in social work, there is little information about the current continuing education activities and needs of professionals involved in such practice. This paper describes a 1992 survey of a random sample of 421 licensed clinical social workers in Virginia to assess their perceived educational needs. Overall, practice theories and practitioner roles were most often identified as areas in which training is needed. Private practitioners wished for training in object relations theory more often—and training in supervision and cognitive theory less often—than their agency-based colleagues. The implications of these findings for continuing social work education and for the profession are discussed.     

The Problem of Pseudoscience in Social Work Continuing Education

The National Association of Social Workers requires social workers to obtain continuing education (CE) after they receive their social work degrees. A large and profitable industry that has emerged catering to this need for CE that is particularly focused on the needs of licensed social workers. Quality control mechanisms in place to monitor the content and delivery of CE approved by the field of social work is relatively lax, and as a result a considerable number of social work CE programs convey content that can be labeled as pseudoscientific. We provide illustrations of currently approved social work CE courses that provide training in a variety of bizarre and unsupported assessment methods and treatments that are pseudoscientific.     

Beyond School to Work: Continuing Contributions of Theory and Practice to Career Development of Youth

This response (a) makes a few comments about the articles as a group, (b) briefly highlights the historical context of previous theory-based models for career guidance in schools, and (c) argues that school to work (STW) is not an intellectual but an economic and a political strategy that needs to be examined carefully, especially in relation to students' career needs and theory-based interventions of the recent past.     

The Cracker-Barrel Classroom: Rural Programming for Continuing Education

Adult learning and teaching are developed in this paper through the analogy of a railway system. The learning environment is the immovable parts of the railway system. The student is the train, the engineer, and the conductor. The teacher is the dispatcher. The switchmen are those significant others related to or involved in the students' activities as learners. Presented are the issues of student self-direction, faculty responsibility for the educational process, and the concomitant concerns about quality control.