Continuing professional development requirements for UK health professionals: a scoping review (original) (raw)
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Human Resources for Health, 2023
Background Health practitioner regulators throughout the world use continuing professional development (CPD) standards to ensure that registrants maintain, improve and broaden their knowledge, expertise and competence. As the CPD standard for most regulated health professions in Australia are currently under review, it is timely that an appraisal of the evidence be undertaken. Methods A systematic review was conducted using major databases (including MEDLINE, EMBASE, PsycInfo, and CINAHL), search engines and grey literature for evidence published between 2015 and April 2022. Publications included in the review were assessed against the relevant CASP checklist for quantitative studies and the McMaster University checklist for qualitative studies. Results The search yielded 87 abstracts of which 37 full-text articles met the inclusion criteria. The evidence showed that mandatory CPD requirements are a strong motivational factor for their completion and improves practitioners' knowledge and behaviour. CPD that is more interactive is most effective and e-learning is as effective as face-to-face CPD. There is no direct evidence to suggest the optimal quantity of CPD, although there was some evidence that complex or infrequently used skills deteriorate between 4 months to a year after training, depending on the task. Conclusions CPD is most effective when it is interactive, uses a variety of methods and is delivered in a sequence involving multiple exposures over a period of time that is focused on outcomes considered important by practitioners. Although there is no optimal quantity of CPD, there is evidence that complex skills may require more frequent CPD.
Continuing Professional Development: rhetoric and practice in the NHS 1
Journal of Education and Work, 2008
development of their clinical skills which, for some at least, has led to them falling into management roles without the necessary development rather than following a career plan into management thus adding a further level of complexity about CPD being a straightforward activity to engage with.
Rapid review on the effectiveness of continuing professional development in the health sector
2019
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‘Effectiveness of Continuing Professional Development’ project: A summary of findings
Medical …, 2010
This article reports on a study examining continuing professional development (CPD) for consultant doctors. The aim of the study was to identify what promotes or inhibits the effectiveness of CPD and met the following objectives: comparing and contrasting the experiences of CPD across the range of specialties; identifying and describing the range of different models of CPD employed across the different specialties and clinical contexts; considering the educational potential of reflective practice in CPD and its impact on professional practice and exploring how different professionals judge the effectiveness of current CPD practices. Using a mixture of qualitative (interviews, letters, observation) and quantitative (online questionnaire) methods, the views of CPD providers and users were surveyed. Findings suggested that the effectiveness of CPD, as inferred from the comments made by interviewees and questionnaire respondents, relates to the impact on knowledge, skills, values, attit...
Professional qualifications and continuing development a practitioner perspective
Based on interpretive research, this article describes professional qualifications and continuing development from the individual perspectives of a small number of training and development practitioners. The picture emerging from the research suggests that both qualifications intended for practising professionals and continuing professional development (CPD) schemes need to be sufficiently flexible and rigorous to enable practitioners to develop extended capabilities which accord with their individual areas of practice and career directions. Doing this points to moving beyond both traditional technical-academic and newer competence-based approaches to development, in order to enhance people's abilities as enquiring, creative and independent learners and practitioners.
The Effectiveness of Continuing Professional Development
This report is based on research carried out for a GMC study into the effectiveness of Continuing Professional Development (CPD). It has involved non-training doctors from staff grades to senior consultants, including those primarily involved in management, CPD provision and assessment; and institutional officials, such as in Deaneries and universities, across a range of specialties to determine their understanding of:
Reconceptualising the outcomes of Continuing Professional Development
2000
This paper considers the potential outcomes, both positive and negative, of continuing professional development from the perspectives of practitioners and managers. Following a consideration of the literature it draws upon data collected during a 3-year evaluation of the English National Board Framework and Higher Award to highlight divergent views and tensions within Continuing Professional Development (CPD). Considerable discrepancies between practitioners and managers emerge which raise a number of searching questions about the value each group accords to continuing professional development. Based on the data a new framework for conceptualising the outcomes of CPD is presented which fundamentally undermines a quasi-market approach.
US and International Health Professions’ Requirements for Continuing Professional Development
American Journal of Pharmaceutical Education, 2014
There is not a comprehensive global analysis of continuing professional development (CPD) and continuing education (CE) in the major health professions in published literature. The aim of this article is to summarize findings from the US and international literature on CPD and CE practices in the health professions, comparing the different requirements and frameworks to see what similarities and challenges exist and what the future focus should be for the pharmacy profession. A literature review was conducted on CPD and CE in selected health professions, namely pharmacy, medicine, nursing, ophthalmology, dentistry, public health, and psychology. Over 300 papers from the health professions were retrieved and screened. Relevant articles based on the abstracts and introductions were summarized into tabular form by profession, minimum requirements for licensure, nature of credits, guidelines on how to record CE and CPD activities, and specific CE and CPD definitions. Wide variations exist among the health professions. Lessons learned from this information can be used to further clarify and define the role of CE and CPD and self-directed lifelong learning in pharmacy and the health professions.