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PubMed2005

Continuing education alternatives for professional development.

Continuing education is an important, and often required, activity for those involved in laboratory animal science to remain abreast of developments in the field. The authors contrast many of the different professional development opportunities, from on-campus courses, to online programs, to correspondence courses, helping readers to determine which form best meets their individual needs.

Animals↗
PubMed1998

Motivation and continuation of professional development.

Variations in levels of motivation to learn among established general practitioners (GPs) have received scant attention. Building on previous work, we present an analysis of factors contributing to the development of motivation to learn in those who are entering and already established in practice. This approach suggests that individual motivation is both complex and unstable in response to external factors. We draw attention to the possibility of motivational immaturity in recruits to general practice, the contribution of values, and the presence of demotivators. The implications of our analysis are explored in relation to individual professional development and continuing education provision. We suggest that motivational audit will identify individual and contextual factors that are reducing the capacity of GPs to continue learning. A number of approaches addressing these factors are proposed.

Career Mobility↗
PubMed2003

[Continuing medical professional development in Uruguay as the country faces the 21st century].

This paper outlines the evolution of the concept of continuing medical professional development in Uruguay, as that professional development has progressed from independent and varied efforts that were not coordinated or evaluated to a plan that is aimed at improving the quality of educational activities and programs and making them accessible to all the physicians in the country. In contrast to countries where scientific societies and medical associations preside over continuing professional development, in Uruguay the Graduate School of the School of Medicine of the University of the Republic has taken on managing and developing this process. The key objective of this process is for the Graduate School to work in conjunction with other leading players in professional development to create a national system of continuing medical professional development. This system should be interinstitutional and include both public and private entities. By having the key public institutions (the Graduate School and the Ministry of Public Health) working with private entities (medical associations, scientific societies, and health care institutions), there should be an adequate balance of interests. The national professional development system should work in the most decentralized manner possible and should be based on a network of units distributed around the entire country, but with centralized coordination. The system's interinstitutional character should ensure high technical and ethical standards as well as a balance among the governmental, commercial, professional, and university components. This system should serve as the basis for extending this activity to all health personnel in Uruguay. While the national system is still being finalized, the Graduate School has implemented a process of accrediting institutions that are involved in continuing professional medical development. The aim of this accreditation process is to improve the educational offerings for physicians and to generate practical experience that will serve the future system.

Education, Medical, Continuing↗
PubMed2005

AMEE Education Guide no. 28: the development and role of departments of medical education.

A department of medical education is becoming an essential requirement for a medical school. This publication is intended for those wishing to establish or develop a medical education department. It may also prove useful to teachers in medicine by providing information on how such a department can support their activities. This will vary with the local context but the principles are generalizable. Medical education departments are established in response to increased public expectations relating to healthcare, societal trends towards increased accountability, educational developments, increased interest in what to teach and how to educate doctors and the need to train more doctors. The functions of a department of medical education include research, teaching, service provision and career development of the staff. The scope of its activities includes undergraduate and postgraduate education, continuing professional development and continuing medical education. These activities may be extended to other healthcare professions. Flexibility is the key to staffing a department of medical education. Various contractual arrangements, affiliations and support from non-affiliated personnel are needed to provide a multi-professional team with a range of expertise. The precise structure of the department will depend on the individual institution. The name of the department may suggest its position within the university structure. The director provides academic leadership for the department and his/her responsibilities include promotion of staff collaboration, fostering career development of the staff and establishing local, regional and international links. Financial support may come from external funding agencies, government or university sources. Some departments of medical education are financially self-supporting. The department should be closely integrated with the medical school. Support for the department from the dean is an essential factor for sustainability. Several case studies of medical education departments throughout the world are included as examples of the different roles and functions of a department of medical education.

Education, Medical↗
PubMedDate not supplied

Achieving cardiovascular health through continuing interprofessional development.

In order to achieve cardiovascular health for all Canadians, the ACHIC (Achieving Cardiovascular Health in Canada) partnership advocates that health promotion for healthy lifestyles be incorporated into practice, and that the consistent messages and professional skills required to motivate patients and the public be acquired through interprofessional education and development. Professional education specialists are essential members of health care promotion teams with expertise to develop educational interventions that impact behaviours of health professionals and subsequent patient outcomes. Continuing medical education (CME) is in evolution to continuing professional development (CPD), and then to continuing inter-professional development (CID). Providers of health promotion, public health, and health care can work with health educators to complete the cascade of learning, change in practice, and improvement in patient outcomes. The Canadian health care system can empower Canadians to achieve cardiovascular health, the most important health challenge in the 21st century.

Behavior Therapy↗
PubMed1997

Continuing education for medical professionals: a reflective model.

The Royal Colleges and their Faculties have moved continuing professional development up the agenda of doctors in the UK. The low educational value and failure to change professional practice of much continuing medical education has led to criticism of its emphasis on formal, didactic teaching and academic knowledge. The ubiquitous scientific or technical bias in medical education makes questionable assumptions about the nature of professional knowledge, how professionals learn, and the linkage of theory and practice in professional work. Given its narrow conception of professional knowledge, it is hardly surprising that the effectiveness of continuing medical education has proven difficult to evaluate. These points of criticism suggest that a more systematic and coherent approach to continuing education is required. The adoption of the concept of continuing professional development, which draws on learning by reflective practice, marks an important step in this direction. Continuing professional development emphasises self-directed learning, professional self-awareness, learning developed in context, multidisciplinary and multilevel collaboration, the learning needs of individuals and their organisations, and an inquiry-based concept of professionalism. It also involves a widening of accountability to patients, the community, managers and policymakers, and a form of evaluation which is internal, participatory and collaborative rather than external and scientific in character.

Clinical Competence↗
PubMed2002

Current issues in continuing education for contemporary behavioral health practice.

The evolving health care system poses a number of challenges for the continuing development of the professional workforce. An overview of continuing education is provided, including typical objectives, format, content, and sponsors. Data are presented on continuing education requirements by discipline and by state. The forces of change that have driven the need for revised approaches to continued professional development are described, including research findings on the apparent lack of effectiveness of didactic learning activities. Current issues in continuing education are discussed, with a focus on educational content, financing, and the use of emerging technologies as a medium for these activities. The authors conclude with five recommendations for improving the process and content of continuing education for the professional behavioral health workforce.

Behavioral Sciences↗
PubMed2003

Lifelong learning in medical education: from CME to CPD.

Lifelong learning is a concept taken up by governments and educational institutions worldwide to acknowledge the need for continuous learning irrespective of the profession. In the context of medicine, lifelong learning has always been formally considered an ethical obligation of doctors although the term Continuing Medical Education (CME) is more commonly used than Continuous Professional Development (CPD). This article traces the history of continuous professional development from early years through current programs introduced worldwide.

Certification↗
PubMed2005

Reducing professional isolation: Support Scheme for Rural Specialists.

The Support Scheme for Rural Specialists project is a federally funded initiative aimed at reducing professional isolation among rural medical specialists. The Australasian College of Dermatologists became involved in this project in July 2003. We report the results of a survey designed to collect demographic data and establish a technology option for remote delivery of metropolitan clinical meetings. These are a major component of continuing professional development activity among metropolitan colleagues. An interactive compact disk format was developed, containing recorded footage and presentation slides from meetings, which replicated attendance as closely as possible. Following distribution to rural dermatologists, continuing professional development points were awarded for viewing and appraising the 'virtual' meeting on compact disk. Evaluation of the technology found a statistically significant increase in continuing professional development involvement. The success of this project has led to its expansion, refinement and continuation in 2004.

Australia↗
PubMed2005

Learning needs analysis: the development of a tool to support the on-going professional development of multiple sclerosis specialist nurses.

Continuous professional development (CPD) is essential in modern day nursing. Learning needs analysis (LNA) is an important element of CPD. This paper describes the development of a LNA tool for multiple sclerosis specialist nurses. The tool contains an empirically developed LNA schedule and uses a blend of both subjective and objective exercises to help the nurse formulate a comprehensive learning plan. The tool is organised into four phases: phase 1, focuses on the knowledge and skills necessary to the fulfillment of work-based objectives; phase 2, involves a more in-depth assessment of particular areas of professional knowledge; phase 3, examines learning strategies; and phase 4, involves the development of a learning plan. The tool has been implemented throughout the UK via local trainers. While the tool was developed for a specialist nurse population the principles upon which it is based are likely to be transferable to other nursing contexts.

Attitude of Health Personnel↗
PubMed2004

Revalidation for general practitioners: randomised comparison of two revalidation models.

OBJECTIVE: To compare two models of revalidation for general practitioners. DESIGN: Randomised comparison of two revalidation models. SETTING: Primary care in Tayside, Scotland. PARTICIPANTS: 66 Tayside general practitioners (principals and non-principals), 53 of whom completed the revalidation folders. Interventions Two revalidation models: a minimum criterion based model with revalidation as the primary purpose, and an educational outcome model with emphasis on combining revalidation with continuing professional development. MAIN OUTCOME MEASURES: Feasibility and acceptability of each approach and effect on the doctor's continuing professional development. The ability to make a summative judgment on completed models and whether either model would allow patient groups to have confidence in the revalidation process. RESULTS: The criterion model was preferred by general practitioners. For both models doctors reported making changes to their practice and felt a positive effect on their continuing professional development. Summative assessment of the folders showed reasonable inter-rater reliability. CONCLUSIONS: The criterion model provides a practical and acceptable model for general practitioners to use when preparing for revalidation.

Accreditation↗
PubMed2006

An evaluation of the role of the clinical education facilitator.

AIMS AND OBJECTIVES: The objective of the study was to identify whether clinical education facilitators made a difference to the learning experiences of nurses in a large teaching hospital. BACKGROUND: Strategies for enabling continuous professional development are well established in health care organizations as key components of approaches to lifelong learning. The benefits of continuous professional development include the maintenance of high standards of care, the improvement and development of services, ensuring the competency of all nursing staff and guaranteeing the accountability of nurses for their actions. The role of clinical education facilitator is relatively new and little evaluation of this role has been undertaken. CONCLUSIONS: This study highlights important issues to be considered in developing a 'learning culture' in a hospital organization, through the adoption of such roles as clinical education facilitators. Whilst the roles have had an important function in the active coordination of learning activities in the hospital, there is little evidence of the role directly impacting on the learning culture of clinical settings. Learning mechanisms have been identified. The results of this evaluation can be subjected to further testing through ongoing evaluation of the outcomes arising from the learning mechanisms in place. Given the emphasis on work-based learning and continuing professional development in health care, then this ongoing evaluation can yield important information about future directions for nurse education. RELEVANCE TO CLINICAL PRACTICE: The study highlights the importance of supported learning in the workplace. However, more importantly, it identifies the need for a culture of professional practice to be developed in order to sustain learning in practice. Classroom-based learning alone, cannot create a culture of development in nursing and there is thus a need for models of work-based learning to be integrated into practice environments.

Attitude of Health Personnel↗
PubMed2000

Writing a structured abstract.

This article is part of the education initiative of the Canadian Association of Radiologists Journal to deliver information that will be of practical use and help to enhance the skills necessary for the continuing professional development of Canadian radiologists. The first article in the continuing professional development skills series is on writing a structured abstract. Future "how to" articles will focus on other skills such as critical appraisal. You can earn CPD credits in section 6 (Educational Development, Teaching and Research) for writing an abstract and in section 4 (Structured Learning Projects) if you use this information for a personal learning project. The call for abstracts for the 2001 CAR Annual Meeting in Vancouver, September 21-23, has gone out. The deadline for submitting abstracts for the meeting is March 31, 2001. If you need more information or an abstract form, visit the CAR Web site at www.car.ca.

Abstracting and Indexing↗