Борис Гесселевич (Григорьевич) Галкович как историк-картограф

Освещаются этапы жизни и творчества Б.Г. Галковича — автора или редактора около 700 исторических карт, в т. ч. в ряде атласов, в 13 томах «Всемирной истории», в 7 томах «Истории СССР с древнейших времён до наших дней» и др. Основы методологии исторической картографии изложены Б.Г. Галковичем на международных конференциях и в ряде статей. В приложении — список текстовых и картографических работ Б.Г. Галковича, опубликованных в 1950–1983 гг.The publication sheds light on the life and work of B.H. Halkovych, the author and editor of nearly 700 historical maps in atlases, 13 volumes of "The World History", 7 volumes of "The History of the USSR since Earliest Times up Today" etc. The methodological principles of historical cartography have been set out by B.H. Halkovych at international conferences and in numerous articles. The supplements contain a list of B.H. Halkovych’s text and cartographical works (published in 1950–1983)

Longitudinal changes in autonomous and controlled motivation of pharmacists in the Dutch continuing education system

Introduction: Pharmacists' motivation for Continuing Education (CE) and Continuing Professional Development (CPD) play a pivotal role in the quality of learning outcomes and patient care. Autonomous motivation (AM) - in contrast to controlled motivation (CM) - is associated with deep learning, better learning outcomes, and less likely leads to burnout1. By understanding the dynamics of motivation a CE/CPD system might be designed that ideally fosters AM. Aim: The aim of this study was to follow longitudinal changes in motivation of pharmacists participating in the Dutch CE/CPD-system during a two-year period (2013-2015). Method: AM and CM was measured at three time points (0, 9 and 21 months) using 5-point Likert scales from the Academic Motivation Scale and Relative Autonomous Motivation (RAM) was calculated from the sub-scales1. Latent Growth Modelling was used to analyse the data. Results: AM (3.35 ± 0.55) increased over 21 months (slope = 0.071 ± 0.031 per year), but CM (1.87 ± 0.64) increased more steeply (slope = 0.194 ± 0.035 per year). As a consequence, RAM decreased over time. Traineeship was the only factor, which significantly influenced the change in motivation. No subgroups with different developmental trajectories could be identified. Discussion: The RAM of Dutch pharmacists for CE decreased over a 21-month period as a result of a relatively strong increase of CM. Further research is needed to gain a better understanding of the association between pharmacists' motivation and the characteristics of the current CE system

The Role of Motivation in Continuing Education for Pharmacists

Healthcare professionals, including pharmacists, need to continuously update their knowledge and are, therefore, expected to participate in Continuing Education (CE) and Continuous Professional Development (CPD) activities on a regular basis. Lack of intrinsic (or autonomous) motivation appears to be an important barrier for engaging in high quality learning and can have consequences for poor performance and patient safety. This thesis aims to enhance our understanding of pharmacists’ motivation in CE/CPD. Different topics ranging from motivation as a dependent and an independent variable, the dynamics of motivation and structural relations between basic psychological needs (BPN), motivation and outcomes like well-being and lifelong learning adaptability were investigated. The Self-Determination Theory (SDT; Ryan & Deci) was used as a theoretical framework to investigate how we can preserve motivation as an enabler for pharmacists’ engagement in CE/CPD. Within SDT two types of motivation are distinguished: Autonomous Motivation (AM, desirable and internalized in an individual) and Controlled Motivation (CM, less desirable and driven by external forces). The change of motivation from CM to AM and vice versa depends on fulfillment or frustration of three basic psychological needs (BPN): autonomy, relatedness and perceived competence. When these needs are satisfied, AM, wellbeing and good performance is promoted; when these needs are frustrated, negative consequences like increasing CM, ill-being and poor performance may ensue. In our study of pharmacists working in community and hospital pharmacies in the Netherlands we have found different motivational profiles based on the quality and quantity of their motivation. Furthermore, motivation appears to influence CE/CPD participation. In a 2-year longitudinal study we found evidence that the less-desirable form of motivation (CM) increases at the expense of the more desirable form (AM). Finally, it was established that frustration of BPN function as negative predictors for vitality and lifelong learning adaptability of professional pharmacists. Our findings suggest that the quality of pharmacists’ motivation can be an important factor in explaining success or failure of a CE/CPD system. Based on our research, we suggest characteristics of a motivating, vitalizing and sustainable CE/CPD system on two organizational levels. The first level describes an autonomy-supportive approach at the level of regulations for the CE/CPD system. Collaboration between regulators, pharmacists’ associations and CE providers at this level could help design CE/CPD regulations that stimulate AM and prevent an increase of CM. The second level describes the implementation of autonomy-support in the design of CE activities. It is proposed that teachers/experts are professionalized in autonomy-supportive teaching. Quality assurance of CE/CPD providers and CE activities could help to establish and maintain a motivating CE/CPD-system. In the last section of this thesis suggestions are given for further research to improve our understanding of the role of motivation, fulfillment or frustration of BPN and lifelong learning in pharmacists’ participation in CE/CPD activities. Lessons learned from global systems and other national systems can inspire the design of a motivating and vitalizing CE/CPD system

Factors Influencing Participation in Continuing Professional Development: A Focus on Motivation Among Pharmacists

INTRODUCTION: The interest in continuing education (CE) for pharmacists has increased because of patient safety issues, advancing science and the quick changes in the profession. Therefore, contemporary pharmaceutical care requires an effective and sustainable system for pharmacists to maintain and improve competencies. Although motivation plays an important role both as a facilitator (desire to learn) and a barrier (lack of motivation), there is little investigated about this specific factor. The aim of the study was to explore what factors influence pharmacists' participation in CE with a focus on motivation. METHODS: The theoretical framework was self-determination theory (SDT), which describes autonomous motivation (AM) representing motivation from an internal locus of causality, controlled motivation (CM) originating from an external locus of causality, and relative autonomous motivation (RAM) that measures the AM in an individual after correcting for the CM. The relationship between pharmacists' characteristics, especially their motivation (AM, CM and RAM) in CE, and their participation in CE activities was explored using the AMS-questionnaire and the Dutch online portfolio system. RESULTS: RAM was positively correlated with CE participation of pharmacists and explained 7.8% of the variance. The correlations between the independent variables AM and CM and CE hours were negative (-0.301 and -0.476, respectively). Other factors influencing CE participation were pharmacy school (6.8%), traineeship (10.9%), and work experience (7.8%). Pharmacists participated for 27.0 hours on average in CE during 11 months and preferred face-to-face-learning (85.5%) above e-learning (13.8%). DISCUSSION: Our findings show a positive relationship between RAM and CE participation. The current CE system is probably not conducive to stimulation of AM. Further research is needed to understand the factors that stimulate pharmacists' motivation and participation in CE

How basic psychological needs and motivation affect vitality and lifelong learning adaptability of pharmacists: a structural equation model

Insufficient professional development may lead to poor performance of healthcare professionals. Therefore, continuing education (CE) and continuing professional development (CPD) are needed to secure safe and good quality healthcare. The aim of the study was to investigate the hypothesized associations and their directions between pharmacists' basic psychological needs in CE, their academic motivation, well-being, learning outcomes. Self-determination theory was used as a theoretical framework for this study. Data were collected through four questionnaires measuring: academic motivation, basic psychological needs (BPN), vitality and lifelong learning adaptability of pharmacists in the CE/CPD learning context. Structural equation modelling was used to analyze the data. Demographic factors like gender and working environment influenced the observed scores for frustration of BPN and factors like training status and working experience influenced the observed scores for academic motivation. A good model fit could be found only for a part of the hypothesized pathway. Frustration of BPN is positively directly related to the less desirable type of academic motivation, controlled motivation (0.88) and negatively directly related to vitality (- 1.61) and negatively indirectly related to learning outcomes in CE. Fulfillment or frustration of BPN are important predictors for well-being and learning outcomes. Further research should be conducted to discover how we can prevent these needs from being frustrated in order to design a motivating, vitalizing and sustainable CE/CPD system for pharmacists and other healthcare professionals. Basic psychological needs are very important predictors for well-being and learning outcomes. Further research should be conducted to discover how we can prevent these needs from being frustrated in order to design a motivating, vitalizing and sustainable CE/CPD system for pharmacists and other healthcare professionals

Medical specialists' basic psychological needs, and motivation for work and lifelong learning: a two-step factor score path analysis

BACKGROUND: Continuing professional development and lifelong learning are crucial to secure safe and good quality healthcare. Lack of motivation has been found to be among the most important barriers for participation in lifelong learning. This study was conducted to investigate the relationships between medical specialists' work motivation, lifelong learning motivation, autonomy, competence and relatedness satisfaction. METHODS: Self-Determination Theory was used as a theoretical framework for this study. Data were collected through an online survey, that was sent to all (N = 1591) medical specialists in four Dutch hospitals. The survey measured background characteristics, autonomy, competence, and relatedness satisfaction, autonomous and controlled work motivation, and lifelong learning motivation. Two step factor path analysis with the method of Croon was used to analyze the data from 193 cases. RESULTS: Autonomy need satisfaction was positively associated with autonomous work motivation which in turn was positively associated with lifelong learning motivation. Competence need satisfaction and age were negatively associated with controlled work motivation. Competence need satisfaction was also positively related with lifelong learning motivation. No significant nor any hypothesized associations were found for relatedness. CONCLUSIONS: Our findings, in line with Self-determination Theory literature, show that autonomy and competence need satisfaction are the important factors as they were positively associated with medical specialists' motivation for work and for lifelong learning