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PubMed2004

Physician performance and assessment and their effect on continuing medical education and continuing professional development.

This article has three key points. The first proposes and illustrates a model for planning effective continuing medical education (CME) and continuing professional development (CPD) and how assessment might fit into it. The second reviews major trends in assessment, particularly with regard to regulation and CME. The third addresses challenges for CME and CPD.

Certification↗
PubMed2005

British Dental Journal based Continuing Professional Development: a survey of participating dentists and their views.

OBJECTIVE: There is little information available on journal based verifiable continuing professional development (CPD). The aim of this study was to survey those dentists who have undertaken this form of CPD and elicit their views. DESIGN: A questionnaire survey. METHOD: Four hundred dentists who had registered to undertake CPD with the British Dental Journal (BDJ) were randomly selected and sent a questionnaire. RESULTS: Three hundred and twelve questionnaires were returned (78%) of these 181 (58%) were male and 131 (42%) were female. Of the 312, 307 had undertaken the BDJ CPD initiative. Two hundred and sixty eight respondents (87.3%) agreed/strongly agreed that the BDJ CPD satisfied their personal CPD needs. Two hundred and eighty three (92.2%) agreed/strongly agreed that their knowledge has been increased as a result of undertaking the BDJ CPD initiative. Two hundred and twenty agreed/strongly agreed (71.7%) that an element of their clinical practice had changed as a result of undertaking the BDJ CPD initiative. CONCLUSION: Journal based learning appears to be an effective way of undertaking verifiable CPD.

Adult↗
PubMed2003

Developing expertise - the contribution of paediatric accident and emergency nurses to the care of children, and the implications for their continuing professional development.

AIM: The purpose of this paper is to explore the contribution of paediatric accident and emergency nurses to the care of children. METHOD: Using a case study approach, the paper focuses on the experiences of three nurses working in this setting, obtained through working alongside the nurses and discussing and observing their experiences. FINDINGS: It became apparent that the nurses were regarded as "experts" in the care of children in this setting. The nurses themselves however, did not share this perception. Their experiences are analysed with reference to literature on expertise, focussing specifically on published accounts of children's nurses' experiences, and research which has explored the concept of expertise within the context of accident and emergency work. The implications for continuing professional development needs are discussed within the context of recent government reports, which make recommendations in respect of access and delivery of on-going professional education. To this end it is advocated that a multi-professional approach is adopted, with children's nurses sharing learning and thus access to, courses customarily provided to adults nurses working in this setting.

Child↗
PubMed2000

Self-directed learning and continuing professional development.

This is the first of a series of articles on topics that will be relevant to radiologists planning personal learning projects and continuing professional development (CPD) activities for the Maintenance of Certification Program. Topics of future articles include: program development, needs assessment, small-group learning, problem-based learning and evidence-based radiology.

Canada↗
PubMed2002

The effectiveness of personal education plans in continuing professional development: an evaluation.

The aim of this study was to evaluate the use of personal education plans (PEPs) as a method of continuing professional development (CPD), by means of a questionnaire, analysis of completed PEP reports, and in-depth interviews. The setting was the Yorkshire Deanery, and the participants were general practitioners (GPs) who had completed a PEP. The main outcome measures were reported identification of learning needs, educational methods used, and support received. GPs' views were received on their experiences of undertaking PEPs, personal and professional development, and changes in patient care that resulted from their PEPs. Personal impression was the most frequently used method of deciding on learning needs. A variety of educational methods were used, the most frequent being personal reading, practical sessions, and taught courses. The majority of respondents felt that they were well supported by their GP tutors, and that the PEP had helped them to enhance their personal knowledge and skills, as well as to improve service to patients. There were gains in terms of increased confidence and self-awareness. Most were keen to use PEPs in future, and hoped to involve other members of the practice. Our results suggest that PEPs are an effective method of CPD in that they frequently lead to reported changes in patient care, and personal and professional development of the learner.

Adult↗
PubMedDate not supplied

Continuing professional development in public health medicine.

BACKGROUND: A survey of public health doctors was undertaken in the South Thames region to support coordination of continuing professional development (CPD) and to guide appropriate provision of educational activities for those working in the specialty. METHODS: A postal survey of 130 public health doctors in service, academic and military posts in the South Thames region of the UK. RESULTS: The response rate was 79% with good representation of grades and geographical areas. Public health doctors preferred personal and small group learning particularly focused on problem solving. Epidemiology as a basic discipline was rated highly by respondents, but senior doctors also showed preferences for topics beyond the textbooks. Respondents demonstrated that they had acquired such knowledge and skills, which could be shared in CPD sessions with colleagues. There was support for learning with and from non-medical colleagues. In the service posts structural change was ongoing, expectations of performance by management were high, and appropriate CPD was an expressed need, although time was seriously limited for this activity. CONCLUSIONS: Appropriate CPD could support the effectiveness of public health physicians in challenging circumstances. However, a critical evaluation of the relevance of CPD programmes to public health practice is essential if CPD is to support doctors in delivering the public health agenda in the changing structures within which they work.

Adult↗
PubMed2004

Continuing professional development--a surrogate for recertification?

Medical practitioners are certified as competent when they graduate from medical schools. They are certified as competent specialists after they have completed the various specialist training programmes. To maintain specialist status, the commonest requirement is mandatory continuing professional development (CPD), and in some places, continuing medical education (CME), which has been perceived by some as inadequate because it is passive, and skills and professionalism are excluded. In order to sustain the standard of medical practice and to assure quality of care, some registration organisations require that recertification be conducted not only through CPD, but written and oral examinations as well. In this manner, the criteria for quality medical care, which are evidence of professional standing, lifelong learning and self-assessment, cognitive functioning and evaluation of performance in practice, are fulfilled. CPD should involve educational activities of the medical practitioner's choice and be capable of enhancing his or her practice at any particular period of time. Well-structured, well-designed and validated CPD can be considered as a surrogate for recertification.

Certification↗
PubMed2004

Self assessment in continuous professional development: a valuable tool for individual physicians and scientific societies.

OBJECTIVES: To assess the appreciation of self assessment (SA) by multiple choice question (MCQ) tests during continuous professional development (CPD) meetings and to evaluate the attitude towards the option of recertification. METHODS: A questionnaire was completed at a meeting of the Swiss Societies of Rheumatology and Physical Medicine and Rehabilitation in 2003 (response rate 94.9% (223/235)). RESULTS: 60.9% of members found SA useful to assess rheumatological knowledge by MCQ tests; 71.3% thought it motivating to receive an anonymous feedback; 47.2% wanted an additional individualised feedback; 70.8% asked for SA to be continued every 2 years during CPD sessions; 26.3% favoured the option of recertification with identical standards to the Swiss certifying examination in rheumatology. Physicians in private practice less often chose the option of recertification than physicians employed by hospitals (OR = 2.09, 95% CI 1.03 to 4.18). No correlations between the type and duration of specialisation, personal reading time, frequency of attendance at CPD meetings, sex of the members, and the choices made were found. CONCLUSIONS: SA by MCQ tests during CPD meetings is highly accepted by Swiss rheumatologists. This reliable, valid, and economic method of learning needs assessment enables individual physicians and scientific societies to plan educational with specific goals in mind.

Attitude of Health Personnel↗
PubMed2006

[Sleifting from continuing medical education to continuing professional development. The example of the German assessment system for surgeons].

In addition to medical knowledge and skills, medical competency includes critical self-refection and professional mistake management, the ability to manage the administrative workload and techniques of professional communication and leadership. In addition to that physicians have to develop social competency and empathy for staff members and patients. Continuing medical education (CME) focuses on continuing development of medical knowledge and skills. To develop the additional aspects of medical competency the concept of medical education has to be broadened to continuing professional development (CPD). In different European countries and North America CPD includes a regular mandatory system to evaluate medical competency. Assessment systems like PAR in Alberta/Canada provide doctors with a 360 degree analysis of their daily work, showing the potential for future improvement. ECKO (Evaluation of Surgical Competency) is an adapted assessment system for German surgeons available on a voluntary basis. For the first time in Germany physicians are able to take part in a strength-weakness analysis of their daily work. They receive recommendations on practice improvement and an educational prescription for individual further education.

Certification↗
PubMed2003

An evaluation of a national scheme for continuing professional development (CPD) for career grade doctors: the Royal College of Paediatrics and Child Health's programme for paediatricians evaluated by focus group methodology.

OBJECTIVES: To evaluate a national continuing professional development (CPD) scheme through the views and experiences of its participants. METHODS: A qualitative focus group methodology was used. Forty-nine career grade paediatricians were allocated to nine focus groups according to their work settings, ages and posts. All groups discussed the following: (a) ease or difficulty of achieving CPD requirements; (b) whether a personal professional development plan (PDP) enabled the planning process for CPD; (c) whether CPD participation facilitated changes in practice, and (d) their views on the CPD system in operation at the time of the study. RESULTS: Taking part in CPD had a positive effect on participants' clinical practice and broadened their professional and academic base. The main difficulties in achieving CPD were variable financial support (especially for non-consultant staff) and pressure due to extra work accumulating during study leave. The quality of internal CPD meetings was inconsistent. A professional development plan was useful for planning CPD needs, but there was a conflict between the educational and training needs of the individual and the employing NHS Trusts. The scheme's guidelines were clear but there were reservations about its layout and the system of recording points. CONCLUSION: This study enabled discovery of the views of paediatricians participating in a national CPD scheme operated by the Royal College of Paediatrics and Child Health. Consequently, changes were made to the scheme's presentation (but not content) and process of recording points. Barriers to achieving CPD requirements were identified and are being monitored. Efforts to involve non-consultant career grade paediatricians have been increased.

Attitude of Health Personnel↗
PubMed2001

An alternative technique for evaluating the effectiveness of continuing professional development courses for health care professionals: a pilot study with practice nurses.

BACKGROUND: Increasing recognition of the need for continuing professional development (CPD) for health professionals has created an inevitable expansion in course provision. One criterion of a successful course demands that CPD must meet local health service needs, as well as the personal and professional requirements of the participants. At a more general level, a key pedagogical requirement of any educational course is that the content and process must meet the stipulated aims and objectives, and this requires appropriate evaluation procedures. Within health care CPD, very little course evaluation routinely takes place, possibly because the area is relatively new, and secondly because relevant evaluation may be difficult to operationalize. AIMS: The current study reports a small exploratory pilot investigation into the use of a valid and reliable training needs analysis questionnaire as a means of evaluating a nurse practitioner (NP) training scheme for practice nurses (PN). METHODS: Using a before/after design, the instrument involved the participants in a pre and post course self-assessment on a range of tasks. These assessments were made according to three criteria: how critical each task is considered to be to the effective delivery of the respondent's current PN role; how critical each task is considered to be to the effective delivery of the role of the NP; and how well each task is currently performed. Various comparisons of the ratings provide a considerable amount of information that may be of use to the nurse manager in planning NP programmes. Of particular relevance to the current paper, however, are the comparisons between salience of tasks for the NP role and performance on these, before and after the course. This provides an assessment of the extent to which the course has met educational requirements. RESULTS: The present study demonstrated that overall, the course reduced skill deficits in all but seven of the tasks. Of these, six related to research and audit and the seventh to clinical examination of patients. CONCLUSION: The study is discussed in terms of the implications of the technique for course development and planning to take account of local needs, as well the instrument's reliability and validity, for use in this way.

Competency-Based Education↗
PubMed2004

Education, training and continuing professional development in medical acupuncture--a contemporary overview.

Most medical and complementary medicine practitioners will have some awareness of the government-driven requirement to set and maintain explicit standards for education and professional development. For many doctors, revalidation has become a concern because they worry that it will raise the requirements for practice and increase bureaucratic documentation in support of the process. For those who have integrated complementary practices into their work within the National Health System, issues of registration and regulation add a further complication. The publication of the Department of Health consultation document on proposals for statutory regulation of herbal medicine and acupuncture in March 2004 raises issues of particular significance for medically qualified practitioners (such as 'medical acupuncturists'), and other health professionals whose practice includes complementary skills. This paper focuses on the educational implications of these recent developments and offers an informed perspective that includes a reflection on how education and training (as initial training and as continuing professional development) can best meet the needs of acupuncture practitioners in this fast-changing environment.

Acupuncture↗
PubMed2004

Continuing professional development of occupational medicine practitioners: a needs assessment.

OBJECTIVE: The aim of this study was to identify elements of occupational medicine practice used on a frequent basis which are considered to be of high priority for continuing professional development (CPD). METHODS: A postal questionnaire covering 28 areas of knowledge or practice was sent to all members of the Society of Occupational Medicine in September 2000. Respondents were asked to allocate scores to the 28 items for both CPD priority and frequency of use. RESULTS: The return rate for questionnaires was 29.5%. There was reasonable agreement between frequency of use and CPD priority ratings for the elements covered in the questionnaire. CONCLUSIONS: Despite the low return rate for questionnaires, this survey has helped identify themes which are important to physicians practising occupational medicine and has also highlighted those which are less important for inclusion in a CPD programme. Some differences in responses were identified between accredited specialists, specialist registrars and non-specialist practitioners of occupational medicine. The findings from this survey should be useful to providers of continuing medical education in planning courses, study days and electronic or distance learning educational packages.

Attitude of Health Personnel↗
PubMed2002

Continuing professional development amongst dental practitioners in the United Kingdom: how far are we from lifelong learning targets?

This study was conducted to identify the extent to which qualified dental practitioners in the UK currently undertake three distinct activities of Continuing Professional Development (CPD): reading professional journals; attending courses; and undertaking retraining courses. Also, to determine the impact of gender, age, length of time since qualification, current working hours and career breaks upon the extent to which dental practitioners engage in CPD. Data were analysed from a questionnaire survey of a systematic sample of one in 10 dentists taken from the Dentists Register of the UK General Dental Council. The response rate was 66.6%. Only dentists practising at the time of the survey were included in the analysis (N = 1550). A high proportion of the sample reported regularly undertaking activities related to CPD. Approximately 87% read professional journals at least once per month; just over half had attended five or more days at professional meetings and courses in the last year. Only a small proportion of dentists (12%) had undertaken a retraining course in the past three years. Those dentists who had been qualified for between 21 and 30 years, those who had gained additional qualifications after qualifying as a dentist, and those who had taken a career break at some point in their life were more likely to read professional journals. Attendance at postgraduate dental courses was related to being male, not having taken a career break, possessing an additional qualification, longer working hours, and not being a General Dental Practitioners (GDP). Attendance at a retraining course was less likely for those who had taken a career break, those who had attended fewer courses in the last year and for those who worked 30--40 h per week. A large proportion of dental practitioners are currently undertaking sufficient CPD to meet the UK requirements of recertification. Greater attention should be directed towards identifying the barriers to CPD among female dentists and those who have been qualified for longer periods. More research is needed in assessing the long-term CPD consequences of those who have returned to dentistry following a career break.

Adult↗
PubMed2005

Continuing professional development--global perspectives: synopsis of a workshop held during the International Association of Dental Research meeting in Gothenburg, Sweden, 2003. Part 1: access, funding and participation patterns.

There appears to have been little previous research interest in continuing professional development (CPD) of dentists and the oral health team. This paper presents data and information on the following aspects of CPD in 17 countries in Asia, Australasia, Europe and North America: availability of different types of CPD, its providers, data on uptake of CPD courses and activities, and funding of CPD. The results indicate that lectures and hands-on skills courses were held in all 17 countries but the use of the Internet to deliver CPD was by no means universal. CPD was funded from a variety of sources including universities, governments and commercial companies. However, the only universal source of funding for CPD was dentists themselves. Data on participation were available from only three countries. Research issues based on these results will be listed in a second paper.

Asia↗
PubMed1999

Continuous professional development for anaesthetists.

Anaesthesia, as well as the whole of medicine, is involved in a revolution not only technical but also economic, because of the need for cost-containment in healthcare delivery. Continuing medical education, primarily devoted to updating knowledge and skills, is moving rapidly towards continuous professional development. A permanent evolution of practitioners is mandatory in order that they are able to adapt their practice to technical, ethical and economic changes, integrated in a team-working and multidisciplinary approach to patient care.

Journal Article↗
PubMed2001

The medical masterclass: a new tool for continuing professional development.

The Medical Masterclass comprises twelve paper-based modules, two CD-ROMs and a companion website. Its main aim is to help doctors in their first few years of training to improve their medical skills and knowledge, and in particular in their preparation for the MRCP examination. It will also be a valuable tool for continuing professional development.

Computer-Assisted Instruction↗