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

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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Joint training for police and interpreters in specific scenarios

Babel ◽

10.1075/babel.00148.nor ◽

2020 ◽

Vol 66 (2) ◽

pp. 188-192

Author(s):

Irina Norton

Keyword(s):

Professional Development ◽

Police Officers ◽

Best Practice ◽

Continuing Professional Development ◽

Early Stages ◽

Joint Training ◽

Market Situation ◽

The Uk ◽

Learning Points

Abstract The article focuses on this pioneering project, which is still in the early stages but already shows great potential. In the present market situation in the UK when inexperienced, unqualified and frequently unvetted individuals are allowed to practice, it is crucial for interpreters to differentiate themselves as professionals, which entails Continuing Professional Development. Joint training offers a unique opportunity for police officers and interpreters to share experiences and have meaningful discussions on the daily challenges they face. It provides a number of learning points for police officers and enables best practice for interpreters.

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Learning needs of health visitors and family nurses in the care of preterm infants in Scotland

Journal of Health Visiting ◽

10.12968/johv.2021.9.10.427 ◽

2021 ◽

Vol 9 (10) ◽

pp. 427-434

Author(s):

Tom McEwan ◽

Nashwa Matta ◽

Una MacFadyen

Keyword(s):

Professional Development ◽

Health Professionals ◽

Continuing Professional Development ◽

Learning Needs ◽

Health Visitors ◽

Areas Of Concern ◽

The Uk ◽

Discharge From Hospital ◽

Ongoing Assessment ◽

Family Nurses

In Scotland and across the UK, health visitors and family nurses provide ongoing assessment and care for the preterm infant and their family following discharge from hospital. This study demonstrates that health professionals in Scotland feel underprepared for this responsibility and that the causes of are multifaceted. Practitioners highlight areas of concern that will guide educational providers to consider amendments to their curricula or provision of continuing professional development.

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Continuing professional development for psychiatrists: surveying current practice in the UK

The Psychiatrist ◽

10.1192/pb.bp.110.031922 ◽

2011 ◽

Vol 35 (4) ◽

pp. 151-154

Author(s):

J. S. Bamrah ◽

D. A. Gray ◽

N. Purandare ◽

S. Merve

Keyword(s):

Professional Development ◽

Personal Development ◽

Peer Group ◽

Peer Groups ◽

Continuing Professional Development ◽

Regional Survey ◽

Competing Demands ◽

The Face ◽

The Uk ◽

A Current

Aims and methodThe Royal College of Psychiatrists recommends that all psychiatrists undertake continuing professional development (CPD) as part of their personal development plan (PDP) and that, for quality assurance, all CPD activity is approved by their peer groups. We conducted a regional survey (Survey I) of consultant psychiatrists attending a regional conference of the College to assess their current CPD practice, and a more detailed national survey (Survey II) into sessional time for CPD and peer group activity of all consultant psychiatrists and staff grade, associate specialist and specialty (SASS) doctors.ResultsThe surveys showed some similarities. Survey I (n = 36) showed that 83% of consultants had a current CPD certificate and that consultants experienced significantly more difficulty in achieving their ‘internal’ compared with ‘external’ CPD requirements (39% v. 20%). Survey II (n = 2632) showed that 98% of our sample thought CPD was important for revalidation. Despite this, over 50% had difficulty accessing CPD time regularly in their timetable. In total, 97.4% of consultants and 85.7% of SASS doctors were in peer groups.Clinical implicationsA revised CPD policy must give credit to peer group meetings and set out more clearly the distinction between the types of CPD activity psychiatrists undertake. We recommend more robust job planning to enable psychiatrists to fulfil their CPD requirements in the face of competing demands on their clinical time and reducing resource.

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A Scoping Review of Interventions Aimed at Improving Knowledge, Detection Practices and Management of Dementia among Health Professionals (Preprint)

10.2196/preprints.20587 ◽

2020 ◽

Author(s):

Krishna Krishna Prasad Pathak

Keyword(s):

Health Care ◽

Scoping Review ◽

Health Professionals ◽

Educational Program ◽

Best Practice ◽

Intervention Studies ◽

Educational Interventions ◽

Learning Activities ◽

Inclusion Criteria ◽

Improving Health Care

BACKGROUND Health professionals (HPs) play a key role in dementia management and detection. However, there is a gap in the literature as to what represents best practice with regard to educating HPs to improve their dementia detection practices and management. OBJECTIVE The objective of this scoping review is to synthesize the aggregated studies aimed at improving health care knowledge, detection practices and management of dementia among HPs. METHODS We searched electronically published relevant articles with inclusion criteria; (1) intervention studies aimed at improving HPs practices concerning dementia care and (2) educational interventions focused on nurses and doctors’ knowledge, detection practice and management of dementia. Twenty-five articles fit the inclusion criteria. RESULTS Collaborative programs of practice based workshops, interactive learning activities with community and multi-faced educational program were the most effective. CONCLUSIONS HPs should be supported to improve their knowledge, tackle behavioural problems associated with dementia, be made aware of services and be enabled to engage in more early diagnosis. CLINICALTRIAL no applicable

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‘From lone-sailor to fleet’: Supporting educators through Wild Pedagogies

Policy Futures in Education ◽

10.1177/1478210320985706 ◽

2021 ◽

pp. 147821032098570

Author(s):

Lewis Winks ◽

Paul Warwick

Keyword(s):

Professional Development ◽

Continuing Professional Development ◽

Training And Development ◽

Educational Institutions ◽

Outdoor Learning ◽

Wild Pedagogies ◽

Policy Shift ◽

Social Gathering ◽

The Uk ◽

Practitioner Development

Enabling educators to meet new and challenging times requires fundamental shifts to ways of imagining and enacting their practice. A central yet often understated aspect of this educational change are the various ways in which educators receive training and development. From initial teacher training through to continuing professional development, cultures which underpin policy change in educational institutions emerge from the practices of educators. In this paper we examine educators’ experiences of a Wild Pedagogies gathering which took place over three days in central Devon in late spring 2019. Part workshop, part informal social gathering and mutual exchange, this continuing professional development event enabled conversations, sharing (and shaping) of practice, and imagination of the future of personal and institutional educational priorities. This paper positions itself as an account of a gathering of wild pedagogues – captured as reflection, discussion and activities – and brings the participants’ reflections into conversation with wider themes emerging from previous Wild Pedagogies gatherings. It makes the assertion that such dialogic continuing professional development, constructed on foundations of relational and place-responsive pedagogies, can underpin future practitioner development in the event of a policy shift toward greater availability of outdoor learning and nature connection in the UK. The paper ends with four principles for infusing new or existing environmental education continuing professional development with place-responsive and wild pedagogical approaches.

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The College

Psychiatric Bulletin ◽

10.1192/pb.29.4.154 ◽

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.

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Situating Continuing Professional Development in Life Long Learning in Qatar

International Journal of Business and Management ◽

10.5539/ijbm.v11n11p81 ◽

2016 ◽

Vol 11 (11) ◽

pp. 81 ◽

Cited By ~ 1

Author(s):

Vishanth Weerakkody ◽

Mohamad Osmani ◽

Paul Waller ◽

Nitham Hindi ◽

Rajab Al-Esmail

Keyword(s):

Professional Development ◽

Continuing Professional Development ◽

Developed Countries ◽

The Past ◽

Life Long Learning ◽

The Us ◽

Local Contexts ◽

The Uk ◽

High Level

<p>Continued professional development (CPD) has been at the centre of capacity building in most successful organisations in western countries over the past few decades. Specialised professions in fields such as Accounting, Finance and ICT, to name but a few, are continuously evolving, which is necessitating certain standards to be followed through registration and certification by a designated authority (e.g. ACCA). Whilst most developed countries such as the UK and the US have well established frameworks for CPD for these professions, several developing nations, including Qatar (the chosen context for this article) are only just beginning to adopt these frameworks into their local contexts. However, the unique socio-cultural settings in such countries require these frameworks to be appropriately modified before they are adopted within the respective national context. The purpose of this paper is to examine the role of CPD in Qatar through comparing the UK as a benchmark and drawing corresponding and contrasting observations to formulate a roadmap towards developing a high level framework.</p>

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Continuing professional development for staff and associate specialist grade doctors: the final frontier?

The Psychiatrist ◽

10.1192/pb.bp.110.029710 ◽

2010 ◽

Vol 34 (12) ◽

pp. 533-536 ◽

Cited By ~ 1

Author(s):

Rahul Rao

Keyword(s):

Professional Development ◽

Patient Care ◽

Clinical Care ◽

Continuing Professional Development ◽

Training Needs ◽

Educational Resources ◽

Front Line ◽

The Uk ◽

Improving Patient Care

SummaryThe staff and associated specialist grade in psychiatry represents a large proportion of the non-consultant career grade workforce in some areas of the UK, with no direct equivalent worldwide. The advent of separate funding for continuing professional development (CPD) in England offers an opportunity to commission bespoke educational resources for a group of doctors who deliver front-line clinical care. This article details the background to the UK staff and associated specialist grade workforce and describes a model of CPD delivery that has attempted to meet training needs, with a view to improving patient care. Also at the heart of this model is the acquisition of consultant-level competencies through personal and professional development.

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CPD is the key

Bulletin of The Royal College of Surgeons of England ◽

10.1308/147363507x239064 ◽

2007 ◽

Vol 89 (9) ◽

pp. 308-309

Author(s):

Chris Chilton ◽

Dave Clark

Keyword(s):

Professional Development ◽

Patient Care ◽

Royal College ◽

Social Care ◽

Medical Profession ◽

Continuing Professional Development ◽

White Paper ◽

Natural Process ◽

Health And Social Care

The Queen's speech later this year is expected to include a new health and social care bill, which will bring into legislation the recommendations of the white paper, Trust, Assurance And Safety, including plans to introduce a system of revalidation across the medical profession, comprising relicensure by the GMC and specialist recertification by the relevant medical royal college and specialty association. It is important that the process of revalidation does not become a burden on the profession, but that it facilitates higher standards of patient care through supporting professional development. Continuing professional development (CPD) is key for a natural process of planning, recording and reflecting on professional development, rather than merely a tick-box exercise.

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PROFESSIONAL ETHICS AND A CALL FOR PHILOSOPHICAL LITERACY

Think ◽

10.1017/s1477175619000290 ◽

2019 ◽

Vol 19 (54) ◽

pp. 37-47

Author(s):

Andrew Knight

Keyword(s):

Professional Development ◽

Professional Practice ◽

Professional Education ◽

Professional Ethics ◽

Ethical Reasoning ◽

Codes Of Conduct ◽

Continuing Professional Development ◽

The Uk ◽

Professional Workplace

It could be argued that there is now a crisis of confidence in the professions. Although many professionals individually undertake their roles with care and diligence, there have been so many systematic failures involving professionals across a range of sectors, both in the UK and globally, that the special status enjoyed by the professions is being widely questioned. In this article, I argue that recent cases are symptomatic of a lack of ethical reasoning in professional practice, yet professions enjoy an elevated status based on claims that ethics, typically communicated in codes of conduct, are central to their purpose. I argue that to help solve this crisis, philosophical literacy needs to be promoted in school, initial professional education and continuing professional development. Passing tests to superficially demonstrate an understanding of a code is quite different from reasoning through practical dilemmas in the professional workplace with judgements informed by philosophical ideas.

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