			Home About us Contact

Continuing Professional Development (continuing + professional_development)

Distribution by Scientific Domains

Medical Sciences	87%
Education	12%

Distribution within Medical Sciences

Consumer Health General	13%
Nursing General	10%

Selected Abstracts

The use of the OSCE in postgraduate education

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2008
R. C. Arnold
Abstract Background:, The Objective Structured Clinical Examination (OSCE) is a method of assessing the clinical skills of undergraduates in medicine, dentistry and other health sciences and is employed increasingly in postgraduate education. Aim:, To describe the application of the OSCE to the development of Lifelong Learning and Continuing Professional Development (CPD) for General Dental Practitioners (GDPs). Methods:, A postgraduate course was designed as an OSCE for GDPs. The OSCE comprised 12 stations covering different aspects of general dentistry. After an introductory seminar outlining the aim of the course, the participants spent 7 min at each station. Each question or task required 10 answers and was designed to highlight areas of weakness or interest and to stimulate further study of the presenting topic. Solutions and answers were provided at each station for self-assessment along with a list of locally presented courses related to that subject. Participants were invited to leave contact details and to make suggestions for future postgraduate courses. The final session consisted of a group discussion and participants were invited to complete an evaluation form to express opinions on the course. Results:, The evaluation demonstrated that most candidates found participation in the OSCE stimulated their interest in CPD. The OSCE also highlighted areas of weakness in knowledge of certain clinical procedures. Group discussion confirmed that practitioners found the hands-on component valuable and that they were likely to participate in further OSCEs to enhance their CPD. Suggestions received during the discussion were used to modify the course. Conclusions:, The OSCE course fulfilled its aim of assisting practitioners to organise their CPD. The reflective nature of the course was helpful in evaluating clinical knowledge and the unique multidisciplinary style fulfilled its objective in promoting thoughts regarding future study. [source]

Internet-based information-seeking behaviour amongst doctors and nurses: a short review of the literature

HEALTH INFORMATION & LIBRARIES JOURNAL, Issue 1 2010
Paula Younger
Background:, Reviews of how doctors and nurses search for online information are relatively rare, particularly where research examines how they decide whether to use Internet-based resources. Original research into their online searching behaviour is also rare, particularly in real world clinical settings. as is original research into their online searching behaviour. This review collates some of the existing evidence, from 1995 to 2009. Objectives:, To establish whether there are any significant differences in the ways and reasons why doctors and nurses seek out online information; to establish how nurses and doctors locate information online; to establish whether any conclusions can be drawn from the existing evidence that might assist health and medical libraries in supporting users. Methods:, An initial scoping literature search was carried out on PubMed and CINAHL to identify existing reviews of the subject area and relevant original research between 1995 and 2009. Following refinement, further searches were carried out on Embase (Ovid), LISA and LISTA. Following the initial scoping search, two journals were identified as particularly relevant for further table of contents searching. Articles were exclused where the main focus was on patients searching for information or where the focus was the evaluation of online-based educational software or tutorials. Articles were included if they were review or meta-analysis articles, where they reported original research, and where the primary focus of the online search was for participants' ongoing Continuing Professional Development (CPD). The relevant articles are outlined, with details of numbers of participants, response rates, and the user groups. Results:, There appear to be no significant differences between the reasons why doctors and nurses seek online Internet-based evidence, or the ways in which they locate that evidence. Reasons for searching for information online are broadly the same: primarily patient care and CPD (Continuing Professional Development). The perceived barriers to accessing online information are the same in both groups. There is a lack of awareness of the library as a potential online information enabler. Conclusions:, Libraries need to examine their policy and practice to ensure that they facilitate access to online evidence-based information, particularly where users are geographically remote or based in the community rather than in a hospital setting. Librarians also need to take into account the fact that medical professionals on duty may not be able to take advantage of the academic model of online information research. Further research is recommended into the difference between the idealised academic model of searching and real world practicalities; and how other user groups search, for example patients. [source]

Putting literature at the heart of the literacy curriculum

LITERACY, Issue 1 2006
Deborah Nicholson
Abstract This paper documents an initiative in Continuing Professional Development, conceived and carried out by London's Centre for Literacy in Primary Education (CLPE). The intention was to improve the teaching and learning of writing in Years 5 and 6 of the primary school (9,11-year-olds), through working with challenging literature. This teacher education project drew on CLPE's earlier research project, published as The Reader in the Writer (Barrs and Cork, 2001). Classroom approaches developed through the initiative are described, and qualitative and quantitative changes in children's writing are discussed. Patterns of teaching in the classrooms that appear to have made a particular difference to the children's achievement are explored. [source]

Continuing professional development in the 21st century

EQUINE VETERINARY EDUCATION, Issue 1 2003
T. S. Mair
No abstract is available for this article. [source]

Continuing professional development , global perspectives: synopsis of a workshop held during the International Association of Dental Research meeting in Gothenburg, Sweden, 2003.

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2005
Part 1: access, funding, 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. [source]

Effectiveness of interventions to promote continuing professional development for dentists

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2003
Helen A Best
Background:, Continuing education is incumbent upon dentists as health professionals, but its promotion may be required, particularly in order to ensure regular professional updating. Continuing professional development may be delivered in a variety of ways, and new strategies and techniques must be evaluated for effectiveness. Aim:, To evaluate the effectiveness of two interventions utilizing the philosophies and techniques of the discipline of Quality Improvement. Method:, A self-assessment instrument (a manual) for quality dental practice was developed using the Delphi technique. A randomized, controlled trial of the interventions was conducted under field conditions for dental practice in Victoria, Australia. Dentists in Test Groups 1 and 2 completed the self-assessment manual, and received relevant references and their own scores for the manual in comparison with empirical standards. Dentists in Test Group 1 also attended a continuing education course on Quality Improvement. Dentists in Control Group 1 completed the manual only and received feedback of their scores. Dentists in Test Groups 1 and 2, and in Control Group 1 completed the manual again after 1 year as a post-intervention follow-up. Dentists in Control Group 2 completed the manual only at 1 year. Results:, The intervention involving self-assessment, receipt of scores and references for the manual resulted in modest improvements in total scores for dentists after 1 year, although a response bias was apparent. Conclusion:, An effective method of facilitating change in quality dental practice was identified. Assessment of strategies and techniques for professional development of dentists should include observation of patterns of participation. [source]

Developing organizational learning in the NHS

MEDICAL EDUCATION, Issue 1 2001
Sandra M Nutley
Learning has been identified as a central concern for a modernized NHS. Continuing professional development has an important role to play in improving learning but there is also a need to pay more attention to collective (organizational) learning. Such learning is concerned with the way organizations build and organize knowledge. Recent emphasis within the NHS has been on the codification of individual and collective knowledge , for example, guidelines and National Service Frameworks. This needs to be balanced by more personalized knowledge management strategies, especially when dealing with innovative services that rely on tacit knowledge to solve problems. Having robust systems for storing and communicating knowledge is only one part of the challenge. It is also important to consider how such knowledge gets used, and how routines become established within organizations that structure the way in which knowledge is deployed. In many organizations these routines favour the adaptive use of knowledge, which helps organizations to achieve incremental improvements to existing practices. However, the development of organizational learning in the NHS needs to move beyond adaptive (single loop) learning, to foster skills in generative (double loop) learning and meta-learning. Such learning leads to a redefinition of the organization's goals, norms, policies, procedures or even structures. This paper argues that moving the NHS in this direction will require attention to the cultural values and structural mechanisms that facilitate organizational learning. [source]

Continuing professional development: Racial and gender differences in obstetrics and gynecology residents' perceptions of mentoring

THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 4 2005
Victoria H. Coleman MA Research Associate
Abstract Introduction: Having a mentor during residency is often linked to greater success in professional development. The present study compares changes in the percentage of residents with mentors in 1999 and in 2004, while considering current residents' perceptions of their mentors, with particular attention focused on what role race and gender might play in resident-mentor interactions. Method: A survey was administered to 4, 721 residents who took the 2004 Council on Resident Education in Obstetrics and Gynecology in-training examination. Data are reported for respondents from four racial categories: white, African American, Hispanic, and Asian/Pacific Islander. Results were compared to those of a similar survey administered in 1999. Responses were analyzed by chi-square analysis and univariate analyses of variance. Results: The response rate was 97%. Most residents (64.9%) reported having a mentor. White female residents were least likely to have a mentor. Compared to results from 1999, the percentage of residents with a mentor, and the percentage of residents with female mentors, has increased. For all residents, personal rapport, knowledge of the field, and similarity in professional interests were the three most important factors in choosing a mentor. The proportion of residents reporting explicit discussions about career options has declined since 1999. Discussion: Ethnic minorities are more likely than white residents to have a mentor, and to report that their mentors provide helpful advice. Although the proportion of residents with a mentor has increased since 1999, the quality of the mentoring relationship is meeting resident expectations but not exceeding them. [source]

Continuing professional development for veterinarians

AUSTRALIAN VETERINARY JOURNAL, Issue 4 2005
IW CAPLE
Continuing professional development for veterinarians is expected to commence in the year after graduation and continue until retirement. The World Organisation for Animal Health standard for veterinary services is based on principles of an ethical, organisational and technical nature, and a mix of regulation, self-regulation and quality assurance approaches are used. Few jurisdictions have made a minimum requirement of continuing professional development, measured in hours or units, mandatory in 2004, however, there is an increasing expectation of veterinarians to keep a personal record of their continuing professional development activities. Such records might assist in defending complaints about professional misconduct, and provide a basis for planning and monitoring personal professional growth. Continuing professional development can be obtained by a variety of means through structured and unstructured learning activities. The rapid advances in communication technologies and ready access to available electronic databases at the beginning of the 21st century is rapidly changing the way students learn in veterinary schools and how they will acquire continuing professional development during their careers. Universities, governments, professional associations and special interest groups all have roles to play in the delivery of continuing professional development to the veterinary profession and to ensure a structure is in place to monitor improvements in the delivery of quality veterinary services. [source]

Effectiveness of interventions to promote continuing professional development for dentists

The education and training needs of health librarians,the generalist versus specialist dilemma

HEALTH INFORMATION & LIBRARIES JOURNAL, Issue 3 2007
Tatjana Petrinic
Aims and objectives:, The aims of the study were to examine whether and how librarians with a generalist background can transfer to roles demanding more expert knowledge in the health sector. The objectives were (i) to compare the education and training needs of health librarians with science degrees with the education and training needs of health librarians with arts and humanities degrees; (ii) to compare the education and training needs of librarians working in the National Health Service (NHS) sector with the education and training needs of librarians working for the health sector but within higher education. Methods:, Face-to-face interviews with 16 librarians, a convenience sample of librarians working in the Thames Valley NHS region. Results:, The main findings confirmed that structured continuing professional development (CPD) is required to meet the rapidly changing needs in the health sector. The emphasis ought to be on teaching skills, outreach work, marketing and promotion, research skills and methods, subject knowledge and terminology, and management skills. Library school curricula do not appear to meet the demands of medical library posts. A first degree in scientific subjects is advantageous in the early stages of a career but diminishes with continuing training and experience. There is no evidence of a significant difference in training needs and provision between the librarians in NHS posts as opposed to those in higher education (HE) posts. Conclusions:, The conclusions suggest that library schools need to update their programmes to include teaching skills, advanced search skills, project management skills, research methods, with more practical exercises. Particular attention should be given to librarians with a first degree in non-scientific subjects in terms of time allocated for CPD, quality of training and access to reliable mentorship. [source]

The social world of Australian practice nurses and the influence of medical dominance: An analysis of the literature

INTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 6 2009
FRCNA, Grad Cert Ed (Tert Teach), Jane Mills RN
In Australia, the number of practice nurses is growing at a rapid rate. On the nursing landscape, this group of nurses stand out because of their relationship with the Australian Government who both fund them, and concern themselves with their continuing professional development. This paper provides a construction of the social world of Australian practice nurses, identifying stakeholders in the business of practice nursing. Literature produced by the various social world segments is analysed for the influence of medical dominance on the role, image, power and politics of practice nurses. [source]

The ABC of New Zealand's Ten Year Vision for Pharmacists: awareness, barriers and consultation

INTERNATIONAL JOURNAL OF PHARMACY PRACTICE, Issue 3 2009
Shane Scahill
Abstract Objectives This study aimed to determine New Zealand pharmacists' awareness of, recall of consultation about, and potential barriers to the implementation of the Focus on the Future: Ten Year Vision for Pharmacists in New Zealand: 2004,2014 document. Method A national postal survey was carried out in New Zealand of practising pharmacists registered with the Pharmacy Council of New Zealand (n = 1892). The survey was conducted between September and December 2006. Key findings The response rate was 51.8% (n = 980 usable surveys). Approximately three-quarters (73.4%) reported being aware of the 10-year vision document and 40.9% recall being consulted. Fewer than one-third (29.8%) had read the document prior to completing the survey. Thirty-two variables describing potential barriers to implementing the 10-year vision were reduced, through factor analysis, to seven factors with significant eigenvalues (>1.0). The factors describe the underlying themes of barriers identified in the survey, including pharmacist humanistic, integrated systems of care and teamwork, funder stakeholder relationships and remuneration, lack of appreciation of knowledge and skills, lack of research support, current expertise and continuing professional development, and lack of voice. The majority of barrier variables within the seven factors were rated as extremely or quite important. Conclusions There was a high level of awareness and moderate level of recall of consultation on the document among respondents. Although 40% recall being consulted on the document, fewer than one-third reported having read the document prior to completing our survey. Pharmacists highlighted a significant number of potential barriers to the implementation of the 10-year vision. If the pharmacy profession in New Zealand is to move forward towards the state described in the 10-year vision document then these potential barriers need to be better understood and addressed. [source]

Internet networking for pharmacists: an evaluation of a mailing list for UK pharmacists

INTERNATIONAL JOURNAL OF PHARMACY PRACTICE, Issue 1 2003
Mr. Anthony R. Cox teaching fellow
Objective To analyse the content of messages to an internet mailing list for UK pharmacists and to ascertain if the list was performing a continuing professional development (CPD) function. Method For one month all messages to the main list were categorised by topic; details of the gender of the correspondent and their sector of the profession were noted. Members were surveyed using an internet questionnaire. Setting The population of subscribers to the mailing list at http:www.private-rx.com Key findings The top three categories of e-mails posted to the list were clinical pharmacy (20%), pharmacy politics (18%) and non-pharmacy chat (14%). Other subjects included legal issues, the Drug Tariff, government policy, business, risk management and e-mails of a personal and supportive nature. The survey obtained a 46% response rate. Ninety-eight per cent of respondents found the list valuable. Respondents reported increased face to face and Internet contact with other pharmacists after joining the list. Forty-four per cent of respondents said their practice had changed as a result of information gained from the mailing list. Qualitative data self-reported by respondents indicated increased self-perceived competence, confidence, knowledge and skills. Approaches to CPD had also been re-examined. Listening to peers' views and overcoming isolation was seen as important. Conclusion Private-Rx provided pharmacists with a rapid route for information gain, had perceived benefits and appeared to have brought about changes in practice. Internet discussion enables CPD without the restriction of time or place and reaches pharmacists who are under-represented in formal education programmes. [source]

Development and validation of a learning needs assessment scale: a continuing professional education tool for multiple sclerosis specialist nurses

JOURNAL OF CLINICAL NURSING, Issue 6 2007
Alison While BSc
Aim., To develop and validate a learning needs assessment scale. Background., Learning needs analysis is a central component of continuing professional development but there is a lack of psychometrically developed learning needs assessment tools. Self-assessment questionnaires are emerging as a key method. The development of a learning needs analysis scale for multiple sclerosis specialist nurses is described. Design., A psychometric approach comprising the three phases of the development and testing of the scale are outlined. Method., Phase 1: Item identification using a literature review; postal survey of stakeholders (n = 320), 20 nurse interviews; four nurse focus groups; five telephone interviews with people with MS. Phase 2: Refinement of draft scale and establishing face and content validity testing using an expert panel. Phase 3: Testing of draft scale using data from a postal survey (n = 47 MS specialist nurses) to assess the feasibility and effectiveness of scale, internal consistency and construct validity. Test,retest reliability was assessed using data from 17 MS specialist nurse respondents to calculate intra-class correlation coefficients. Results., The data from the different study phases informed scale refinement. The validity and reliability of the scale was confirmed through testing. Conclusion., The study provides an example of how a robust learning needs assessment scale may be developed for a specialist area of nursing practice to be used in conjunction with more subjective approaches. Relevance to clinical practice., High quality nursing care depends upon a competent nursing workforce that engages in continuing professional development. This study provides an example of a psychometrically developed learning needs assessment scale to inform continuing professional development needs of nurses working in a specialist area of practice. [source]

Calman,Hine reassessed: a survey of cancer network development in England, 1999,2000

JOURNAL OF EVALUATION IN CLINICAL PRACTICE, Issue 3 2002
Beth Kewell BA PhD
Abstract Rationale, aims and objectives,The paper assesses preliminary national data on the development of cancer care networks in England. Methods,In January 2000, a national postal survey was sent to lead clinicians at 36 cancer centres and associate centres. Respondents were asked to provide basic numerical data on the design of the network (i.e. its configuration), detailing how many units it encompassed, and whether the centre was a multiple or a single entity. Results,The survey highlighted national variations in the size and configuration of networks. The survey also highlighted tentative signs of shifts in clinical practice. The results showed that consultants at cancer centres and units were engaging in two forms of collaboration across centre,unit boundaries. Type 1 involved routine multidisciplinary team (MDT) outreach from centres to units, incorporating joint planning between clinicians at cancer centres and cancer units. Type 2 collaboration involved joint planning but also promoted joint centre and unit training and continuing professional development (CPD) programmes. Conclusions,In our estimation, both forms of collaboration represented early evidence of qualitative changes in medical working practices. Organizational changes within cancer services have moved swiftly since initial soundings were taken in 2000 and we update our initial commentary in the light of recent empirical data. The findings may be of wider significance to managers and health practitioners who are working towards the implementation of delivery network elsewhere in the UK National Health Service. [source]

Compulsory continuing professional development: a questionnaire-based survey of the UK dietetic profession

JOURNAL OF HUMAN NUTRITION & DIETETICS, Issue 1 2009
J. B. E. Sturrock
Abstract Background:, Continuing professional development (CPD) for Health Professions Council (HPC) registrants became mandatory in July 2006. Some health professions have identified external barriers to CPD participation, and other research suggests that mandatory CPD can devalue learning. The present study aimed to investigate current CPD practices of UK dietitians and to identify their attitudes towards the new mandatory requirement. Methods:, UK Dietitians were asked to participate in an online questionnaire made available via an advert placed on the British Dietetic Association's website and in an electronic newsletter. Results:, Of 206 respondents, 98.1% kept a CPD portfolio. Those who had undertaken the ,ABC' placement model (23.7%) were more likely to keep their portfolio up to date (P = 0.006). Only 41.3% dietitians were confident that they would currently meet the minimum CPD requirement, whereas 77.2% believed they would comply by the first audit in 2010. Some 50.5% dietitians considered their CPD time commitment insufficient due to obstacles such as workload and time constraints. A total of 96.1% respondents acknowledged the importance of undertaking CPD, with the introduction of a mandatory system appearing to provide the motivation to engage in CPD. Conclusions:, UK dietitians are currently engaging in CPD. There is, however, concern regarding achievement of the compulsory requirement for the HPC 2010 audit. The findings show barriers exist to engaging in CPD activities and to maintaining a portfolio. These issues could be addressed with the introduction of protected time for CPD. [source]

University of life or academia?

JOURNAL OF NURSING MANAGEMENT, Issue 6 2008
A review of community matrons/case managers continuing professional development; accessing a post-graduate programme without meeting the current academic entry criteria
Aims, To inform managers and gatekeepers of the pre-requisites for staff engaging in post-graduate level study. To acknowledge the support students in new roles require in clinical practice and continuing professional development (CPD). Background, A post - graduate course for case managers/community matrons was developed as a rapid response to government policy. As a result, candidates entered this programme with non-traditional requirements. However, this did not appear to hinder their success. Evaluation, Student entry data and their achievements on completion were collected and compared with another post-graduate course that did require standard entry academic requirements. Final results were analysed and a narrative obtained from students and mentors. Key issues, Gatekeepers should recognize the importance of past experience and motivation of candidates in relation to CPD and also the student's insight and self-awareness when accessing courses. Conclusion, Candidates accessing post-graduate courses can achieve learning outcomes at an advanced level when given the right support and are capable of undertaking the role of case manager/community matron . Implications for nursing management, The article is relevant in light of the current financial constraints for Trusts to ration the funding of CPD. Choosing the right person to attend the right course often depends on the manager's discretion and not necessarily the candidates' ability or motivation. It highlights the importance of not only recognizing the candidates' academic level but also their motivation to study, and with careful selection candidates should be allowed the opportunity to access higher levels of CPD. Fitness to practice is also an important aspect to consider on completion of a course and this can be achieved with the mapping of competencies in relation to the post holder's specific job. [source]

The reliability and validity of a matrix to assess the completed reflective personal development plans of general practitioners

MEDICAL EDUCATION, Issue 4 2006
Chris Roberts
Introduction, We wished to determine whether assessors could make reliable and valid judgements about the quality of completed reflective personal development plans (PDPs) for the purpose of accrediting UK general practitioners (GPs) for a postgraduate education allowance using a marking matrix, and secondly, to plan a feasible model of PDP assessment in the context of forthcoming GP appraisal/revalidation that would overcome the main sources of error identified from this study. Methods, Within generalisability theory, a variance components analysis on PDP scores estimated reliability and the effect on them of varying, for example, the number of assessors. We investigated the construct validity of the matrix through its internal consistency and detection of differences in the quality of PDPs. Results, For a single PDP and one assessor, 37.6% of the variance in scores was due to true differences in the quality of the PDP. Between 5 and 7 PDP assessors are needed to achieve summative reliability of greater than 0.8. While increasing the number of judges is important, reliability could also be improved by addressing assessor subjectivity. Construct validity was demonstrated, as the matrix distinguished between good, satisfactory and poor PDPs, and it had good internal consistency. Conclusion, PDP assessment has reasonable summative characteristics for the purpose of assessing GPs' reflective continuing professional development. If doctors could include their PDPs within their revalidation folders as evidence of their reflections on pursuing better clinical performance, we have described a reliable, valid and feasible method of external assessment. [source]

The quest for a queer inclusive cultural ethics: Setting directions for teachers' preservice and continuing professional development

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 112 2006
André P. Grace
This chapter examines changes in preservice and continuing teacher professional development that are aimed at addressing sexual minority issues in schools as students' learning places and teachers' workplaces. [source]

A multimethod study of needs for physician assessment: Implications for education and regulation

THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 4 2009
Richard Hawkins MD Senior Vice President for Professional, Scientific Affairs
Abstract Introduction: Deficiencies in physician competence play an important role in medical errors and poor-quality health care. National trends toward implementation of continuous assessment of physicians hold potential for significant impact on patient care because minor deficiencies can be identified before patient safety is threatened. However, the availability of assessment methods and the quality of existing tools vary, and a better understanding of the types of deficiencies seen in physicians is required to prioritize the development and enhancement of assessment and remediation methods. Methods: Surveys of physicians and licensing authorities and analysis of the Federation of State Medical Boards (FSMB) Board Action Data Bank were used to collect information describing the nature and types of problems seen in practicing physicians. Focus groups, depth interviews with key professional stakeholders, and state medical board site visits provided additional information about deficiencies in physician competence. Results: Quantitative and qualitative analyses identified (1) communication skills as a priority target for assessment approaches that also should focus on professional behaviors, knowledge, clinical judgment, and health-care quality; and (2) differences between regulatory approaches of licensing and certifying bodies contribute to a culture that limits effective self-assessment and continuous quality improvement. System problems impacting physician performance emerged as an important theme in the qualitative analysis. Discussion: Considering alternative perspectives from the regulatory, education, and practice communities helps to define assessment priorities for physicians, facilitating development of a coherent and defensible approach to assessment and continuing professional development that promises to provide a more comprehensive solution to problems of health-care quality in the United States. [source]

Self-assessment and continuing professional development: The Canadian perspective

THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 1 2008
FRCPC, Ivan Silver MD
Abstract Introduction: Several recent studies highlight that physicians are not very accurate at assessing their competence in clinical domains when compared to objective measures of knowledge and performance. Instead of continuing to try to train physicians to be more accurate self-assessors, the research suggests that physicians will benefit from learning programs that encourage them to reflect on their clinical practice, continuously seek answers to clinical problems they face, compare their knowledge and skills to clinical practice guidelines and benchmarks, and seek feedback from peers and their health care team. Methods: This article describes the self-assessment learning activities of the College of Family Physicians of Canada Maintenance of Proficiency program (Mainpro®) and the Royal College of Physicians and Surgeons of Canada Maintenance of Certification program. (MOC) Results: The MOC and the Mainpro® programs incorporate several self-evaluation learning processes and tools that encourage physicians to assess their professional knowledge and clinical performance against objective measures as well as guided self-audit learning activities that encourage physicians to gather information about their practices and reflect on it individually, with peers and their health care team. Physicians are also rewarded with extra credits when they participate in either of these kinds of learning activities. Discussion: In the future, practice-based learning that incorporates self-assessment learning activities will play an increasingly important role as regulators mandate that all physicians participate in continuing professional development activities. Research in this area should be directed to understanding more about reflection in practice and how we can enable physicians to be more mindful. [source]

Surgeon's education, training and continuing professional development

ANZ JOURNAL OF SURGERY, Issue 3 2009
FRACS, Ian Gough MD
No abstract is available for this article. [source]

The annual scientific conference: what does the future hold?

ANZ JOURNAL OF SURGERY, Issue 3 2009
Michael Hollands
It is now expected that medical practitioners around the world will engage in ongoing professional development. Many Colleges, medical associations and societies have made completion of appropriate continuing professional development (CPD) mandatory and medical registration in some jurisdictions is predicated on participation in a CPD programme. This commits doctors to a programme of lifelong learning. [source]

The missing link: self-assessment and continuing professional development

AUSTRALIAN DENTAL JOURNAL, Issue 1 2010
C Redwood
Abstract The purpose of this paper is to review current understanding of the role of self-assessment in continuing education, particularly in the health professions, and to examine how this knowledge can assist in more effective continuing education. The ongoing debate over compulsory continuing professional development (CPD) has seen a variety of approaches proposed. CPD programmes are expected to foster self-assessing and self-directed practitioners, but the common structure is reported to be largely ineffectual in modifying behaviour. If dentistry is to maintain the rights and privileges of a self-regulating profession, then it must ensure that the development and judgement of ongoing competence is meaningful. Improving practitioners' knowledge of the how and why of effective self-assessment should improve participation in, and outcomes of, CPD. An oft-repeated observation is that the least competent are the most confident. If this is the case, then the idea that dentists should be able, or entitled, to choose the path of their continuing professional development must be open to question. We propose that development of the ability of practitioners to self-assess their ongoing requirements for CPD is essential if all stakeholders are to get the maximum return for effort. [source]

Continuing professional development for veterinarians

Evaluating online CPD using educational criteria derived from the experiential learning cycle

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2002
Andrew Friedman
A set of educational evaluation criteria for online continuing professional development (CPD) courses is developed using Kolb's (1984) experiential learning cycle theory. These criteria are used to evaluate five courses provided by online CPD websites. It was found that these online CPD courses neglect parts of the learning cycle. Suggestions for improvements in these areas are given. [source]

Points from the SENCo-Forum SENCos' shared continuing professional development

BRITISH JOURNAL OF SPECIAL EDUCATION, Issue 1 2007
SENCos' shared continuing professional development
No abstract is available for this article. [source]