Personal Development Plans for Dentists, The New Approach to Continuing Professional Development

2003 ◽  
Vol 30 (4) ◽  
pp. 346-347
Author(s):  
Peter Durning
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Continuing Professional Development ◽  
New Approach ◽  
Development Plans

scholarly journals The College

2005 ◽  
Vol 29 (4) ◽  
pp. 154-156
Author(s):  
Joe Bouch ◽  
Robert Jackson
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Personal Development ◽  
Peer Group ◽  
Continuing Professional Development ◽  
General Medical Council ◽  
Learning Objectives ◽  
Medical Council ◽  
Minimum Requirement ◽  
Development Plans

In April 2001 the College introduced personal development plans (PDPs) as the mechanism for achieving continuing professional development (CPD) objectives. We moved from an individual, retrospective points counting exercise to a prospective peer-group based activity centring on individuals' learning objectives (Royal College of Psychiatrists, 2001). The current CPD policy is due for review in 2005. It is largely in line with General Medical Council guidance, Continuing Professional Development (April 2004) and the Academy of Medical Royal Colleges, CPD: The Ten Principles. A Framework for Continuing Professional Development (February 2002), and major revision will not be necessary. Two significant changes will be incorporated in the new policy. The first is an audit procedure whereby a random 5% of returns will be subject to further scrutiny. This is a process audit and necessary for the quality assurance of the system as a whole (Bouch & Jackson, 2004). The second will allow us to complete up to 10 h of our 50-h minimum requirement for attending meetings, by engaging in online CPD activities.

scholarly journals Personal development plans: making them work, making them count

2003 ◽  
Vol 9 (1) ◽  
pp. 5-10 ◽  
Author(s):  
David Newby
Keyword(s):  
Professional Development ◽  
National Health Service ◽  
Health Service ◽  
Personal Development ◽  
Peer Group ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Group Settings ◽  
Development Plans ◽  
Professional Development Programme

Personal development plans (PDPs) are a central requirement to remaining in good standing for the Continuing Professional Development programme of the Royal College of Psychiatrists. They are also integral to the framework now agreed for consultant appraisal in the National Health Service. This paper sets out the context which makes PDPs increasingly important and discusses the link between appraisal and revalidation, covering ‘360-degree’ techniques such as Ramsey questionnaires (which may ultimately figure in revalidation mechanisms). It then describes the practicalities of generating PDPs, especially in peer group settings. Experience from pilot workshops is used to illustrate how PDPs can be made to work and how learning/developmental objectives can be made meaningful.

scholarly journals Consultant learning groups in psychiatry

2000 ◽  
Vol 24 (10) ◽  
pp. 390-392 ◽  
Author(s):  
Mark Spurrell
Keyword(s):  
Professional Development ◽  
Royal College ◽  
Personal Development ◽  
Psychiatric Treatment ◽  
Continuing Professional Development ◽  
Policy Document ◽  
Learning Groups ◽  
Journal Clubs ◽  
Case Conferences ◽  
Development Plans

There is growing emphasis on the importance of continuing professional development (CPD) for consultant psychiatrists and an increasing recognition of the need for peer support. In this context the Royal College of Psychiatrists has been developing policy around CPD; a policy document has been issued by The College Council (Royal College of Psychiatrists, 1994) and there are regular updates on this topic on the website (www.rcpsych.ac.uk). All consultants are to be expected to take part in CPD and currently the annual requirement is for 20 hours of ‘external’ CPD and 30 hours of ‘internal’ CPD. ‘External’ refers to didactic or workshop events that involve input from outside a clinician's locality; ‘internal’ refers to local activities, case conferences, journal clubs, etc. CPD follows a 5-year rolling cycle, supported by the journal Advances in Psychiatric Treatment, a recommended 2 hours per week personal study and the development of personal development plans. From the outset there appear to have been issues in engaging consultants in CPD (Morgan, 1998). The problems of establishing CPD extend beyond consultants ‘finding the time’.

scholarly journals Advancing the Adoption of Continuing Professional Development (CPD) in the United States

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 157
Author(s):  
James A. Owen ◽  
Jann B. Skelton ◽  
Lucinda L. Maine
Keyword(s):  
Professional Development ◽  
United States ◽  
Patient Care ◽  
Professional Competence ◽  
Care Delivery ◽  
Continuing Professional Development ◽  
The United States ◽  
Pharmacy Education ◽  
Development Plans ◽  
Patient Care Delivery

Over the last four decades, the expanded patient care roles of pharmacists in the United States (U.S.) have increased focus on ensuring the implementation of processes to enhance continuing professional development within the profession. The transition from a model of continuing pharmacy education (CPE) to a model of continuing professional development (CPD) is still evolving. As pharmacists assume more complex roles in patient care delivery, particularly in community-based settings, the need to demonstrate and maintain professional competence becomes more critical. In addition, long-held processes for post-graduate education and licensure must also continue to adapt to meet these changing needs. Members of the pharmacy profession in the U.S. must adopt the concept of CPD and implement processes to support the thoughtful completion of professional development plans. Comprehensive, state-of-the-art technology solutions are available to assist pharmacists with understanding, implementing and applying CPD to their professional lives.

Personal Construct Psychology: A Theory to Help Understand Professional Development, A Philosophy to Support It

2010 ◽  
Vol os17 (4) ◽  
pp. 179-187 ◽  
Author(s):  
Paul R Brocklehurst
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Personal Development ◽  
Continuing Professional Development ◽  
Mentoring Relationships ◽  
Personal Construct ◽  
Attitudinal Change ◽  
Philosophical Approach ◽  
Personal Construct Psychology ◽  
Construct Psychology

Aim The aim of this paper is to introduce the reader to personal construct psychology as a theory to help understand the process of change in facilitative and mentoring relationships. Background Continuing professional development is critical if practitioners are to keep up to date with new ideas, techniques, and materials. However, is it important not only to consider what is learnt, it is also important to understand the how of learning in order to develop an approach that leads to lifelong learning. Mentoring, coaching, and appraisal are all facilitative processes that aim to encourage professionals to engage with their own development. This leads to differing degrees of both behavioural and attitudinal change. As a result, it is useful to have a theory that can help an individual to understand these changes and to identify any difficulties that are associated with them. Approach Personal construct psychology has long been recognised as a potential framework for personal development. It has been used extensively in a broad range of domains, including clinical and educational psychology, management, and psychotherapy. Conclusion Personal construct psychology is a useful theory for understanding the facilitative process because it enables the facilitator to form a conceptual framework to comprehend behavioural and attitudinal change. Its underlying philosophical approach also supports lifelong learning, given its emphasis on an enquiring mind and reflection, both of which are key to continuing professional development.

scholarly journals Continuing professional development requirements for UK health professionals: a scoping review

BMJ Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. e032781
Author(s):  
Marek Karas ◽  
Nik J L Sheen ◽  
Rachel V North ◽  
Barbara Ryan ◽  
Alison Bullock
Keyword(s):  
Social Sciences ◽  
Professional Development ◽  
Scoping Review ◽  
Health Professionals ◽  
Personal Development ◽  
Best Practice ◽  
Continuing Professional Development ◽  
Health And Social Care ◽  
Professional Titles ◽  
The Uk

ObjectivesThis paper sets out to establish the numbers and titles of regulated healthcare professionals in the UK and uses a review of how continuing professional development (CPD) for health professionals is described internationally to characterise the postqualification training required of UK professions by their regulators. It compares these standards across the professions and considers them against the best practice evidence and current definitions of CPD.DesignA scoping review.Search strategyWe conducted a search of UK health and social care regulators’ websites to establish a list of regulated professional titles, obtain numbers of registrants and identify documents detailing CPD policy. We searched Applied Social Sciences Index and Abstracs (ASSIA), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline, EMCare and Scopus Life Sciences, Health Sciences, Physical Sciences and Social Sciences & Humanities databases to identify a list of common features used to describe CPD systems internationally and these were used to organise the review of CPD requirements for each profession.ResultsCPD is now mandatory for the approximately 1.5 million individuals registered to work under 32 regulated titles in the UK. Eight of the nine regulators do not mandate modes of CPD and there is little requirement to conduct interprofessional CPD. Overall 81% of those registered are required to engage in some form of reflection on their learning but only 35% are required to use a personal development plan while 26% have no requirement to engage in peer-to-peer learning.ConclusionsOur review highlights the wide variation in the required characteristics of CPD being undertaken by UK health professionals and raises the possibility that CPD schemes are not fully incorporating the best practice.

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