Life Long Learning of Engineering in Medicine (Essay Sample)

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Lifelong Learning of Engineering in Medicine
Introduction
Lifelong learning is the endless building of knowledge and skills in the life of an individual. In the medical field, it is also known as Continuous Professional Development (CPD). Today, accepting lifelong learning practices is a vital aspect of restructuring education in the 21st century. Moreover, this program is as important for professional engineers and doctors as their early training and accreditation. Persistent specialized growth is a critical imperative to safeguard an ecological environment, treasured profession, viable national economy, public safety, and fulfilling career.
Some of the large management firms have in-house training programs, but significant learning comes when an individual takes part in a broad range of projects with different clients. In medicine, the professional improvement of health practitioners is a permanent obligation which is essential in providing excellent care to the patients. Since its inception, a number of development programs have been established worldwide to offer prospects for medics to maintain, progress, and advance upon the existing abilities. Therefore, this paper will discuss general lifelong learning program and promote its significance to the professionals in medical and other technical fields (See 92).
History
Lifelong development was first suggested in 1986 with regard to the competency of medics who had long left their studies after certification. The program was not implemented until the late 20th century when organizations saw it fit to include the issue of professional development in the medical education. It underwent various stages in its development before gaining recognition and acceptance (See 93).
Stage One: the Oslerian Philosophy: This phase saw Sir William Osler advocate for the need of inclusion of lifelong learning so as to maintain competence to practice. He highlighted this importance in his address commonly known as The Importance of Post-Graduate Study where he stressed Plato's saying "Education is a lifelong process". Hence, it ought to be implemented in our daily lives.
Stage Two: Innovations from Academia: At this phase, John Youmane and his workmates at the University of Vanderbilt’s School of Medicine in Tennessee came up with various innovations to favor the program’s implementation. Through this initiative, the Commonwealth Fund for Postgraduate Study course designed the content focusing on the personal needs of committed medical practitioners.
Stage Three: Scientific Explosion: In the second half of the 20th Century and after the World War II, there was a speedy growth in the different specialization programs and initiation of sub-specialty learning. During this period, the necessity for the distribution of modern basic and clinical study was considered important for the health sector (Kalet and Chou 12).
Stage Four: Education and Educators Resource: This stage began in the 1960s and lasted during later periods. The stage advanced due to the sway of educators chiefly under the leadership of George Miller and his workmates, who emphasized the need for a principle of andragogy (number of assumptions). There was the introduction of time-limited certificates during this period.
Stage Five: CME to CPD: This is the final phase of the development cycle of the lifelong learning program. The term Continuous Professional Development (CPD) replaced Continuous Medical Education (CME). The program realized the importance of a doctor to obtain advanced professional competencies apart from the ones gained in training or school. These added attainments include personal, social, and managerial skills (Kalet and Chou 6-7).
Advantages
The lifelong program has various benefits attached to it that can improve the delivery of medical care. First, it motivates and guides practicing physicians and trainees to strive consistently to higher levels of professionalism. Consequently, this will improve the degree of care given to patients in the health institutions. Secondly, it is used as an efficient method of identifying incompetent practitioners lacking the will to improve their skills continuously to match current trends. The program eliminates rogue doctors with no passion for the profession. Thirdly, it is used to provide evidence that an apprentice practitioner is ...