Application of the team objective structured clinical encounter (TOSCE) for continuing professional development amongst postgraduate health professionals

In Pakistan, health professionals get their professional undergraduate and postgraduate qualifications after thorough training and assessment criteria as defined by their respective national regulatory bodies. These qualifications help them get registered and get a license for clinical practice in their respective domains. Any registrations and licenses are renewed by paying the prescribed fee without any requirements for reassessment or recertifications. Over the last few decades, health sciences have shown rapid advancements with the invention of new drugs and technologies. Due to this exponential increase in knowledge, no practitioner can hope to remain competent for more than a few years after graduation without a program of active learning. As such, a well-structured and regulated program of lifelong learning must be followed by all health professionals. To keep health professionals abreast with these changes and to ensure the maintenance of certain minimum competencies, there is a need for Continuing Professional Development (CPD) to be implemented at the national level with strict regulatory compliance. According to World Federation for Medical Education (World Federation for Medical Education, 2015), Continuing Professional Development (CPD) is a process of education and training commencing after completion of basic and postgraduate medical education, thereafter, continuing as long as the health professional is engaged in professional activities. CPD mainly implies self-directed and practice-based learning activities in addition to supervised education, and rarely involves supervised training for an extended period of time. The terms ‘Continuing Medical Education (CME)’ and ‘Continuing Professional Development (CPD)’ are often used synonymously.

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Facilitators, barriers and motivators of paramedic continuing professional development

Australasian Journal of Paramedicine ◽

10.33151/ajp.18.857 ◽

2021 ◽

Vol 18 ◽

Author(s):

Lisa Hobbs ◽

Scott Devenish ◽

David Long ◽

Vivienne Tippett

Keyword(s):

Professional Development ◽

Health Professionals ◽

Traditional Approach ◽

Continuing Professional Development ◽

The Body ◽

Structured Interviews ◽

Self Directed Learning ◽

Private Industry ◽

Body Of Knowledge ◽

Barriers And Motivators

Introduction As registered health professionals, Australian paramedics are required to abide by professional registration standards including the maintenance of continuing professional development (CPD). The broader health literature identifies facilitators, barriers and motivators for engaging in CPD, however the body of knowledge specific to paramedicine is weak. This research seeks to address this gap in the paramedicine body of knowledge. Methods This study adopts a constructivist grounded theory methodology. Data were collected through semi-structured interviews, and analysed using first and second cycle coding techniques. Paramedics from various state-based Australasian ambulance services and private industry (N=10) discussed their experiences specific to their attitudes, perceptions and engagement about CPD. Results Paramedic CPD goes beyond the traditional approach to mandatory training. Paramedics are motivated by factors such as modality of delivery, professional expectations, clinical/professional improvement and, sometimes, fear. Facilitators included organisational support, improved clinical knowledge, practitioner confidence, self-directed learning opportunities and perceived relevance of content. Barriers include cost, workload/fatigue, location, rostering, lack of incentive to engage, lack of employer support and technological problems. Conclusion By understanding what facilitates or motivates engagement in CPD activities, paramedics can navigate their CPD in conjunction with regulatory requirements. Although paramedics report some similar experiences to other health professionals, there are nuances that appear specific to the discipline of paramedicine. Of interest, a unique finding related to fear influencing paramedic CPD engagement. The results of this study informs paramedic employers and paramedic CPD providers with insights to assist in the development of positive CPD experiences and interactions.

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Developing a valid and reliable assessment of knowledge translation (KT) for continuing professional development program of health professionals

PeerJ ◽

10.7717/peerj.5323 ◽

2018 ◽

Vol 6 ◽

pp. e5323 ◽

Cited By ~ 1

Author(s):

Irvin L. Ong ◽

Michael Joseph S. Diño ◽

Maria Minerva P. Calimag ◽

Fe A. Hidalgo

Keyword(s):

Professional Development ◽

Knowledge Translation ◽

Health Professionals ◽

Assessment Tool ◽

Healthcare Providers ◽

Development Program ◽

Continuing Professional Development ◽

Healthcare Outcomes ◽

Internal Reliability ◽

Area Of Interest

Introduction Knowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a valid and reliable KT learning assessment tool in CPD. Methods The Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes, was utilized in crafting the 20-item IRV-KT tool. This instrument includes knowledge creation and action as essential KT constructs. KT competency was assessed in three segments (i.e., before and after CPD event and if in a lecture) using a one-group post-posttest pre-experimental design. Health professionals who successfully completed a CPD program on a knowledge translation topic were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing. Results The initial test of the IRV-KT tool demonstrated a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive validity coefficients (r > 0.35, p < 0.05) in all segments of the tool. Discussion The study produced a reflective assessment tool to validly and reliably assess KT learning in a CPD. IRV-KT is seen to guide the curriculum process of CPD programs to bridge learning and healthcare outcomes.

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Effect of Continuing Professional Development on Health Professionals’ Performance and Patient Outcomes

Academic Medicine ◽

10.1097/acm.0000000000003899 ◽

2020 ◽

Vol Publish Ahead of Print ◽

Author(s):

Anita Samuel ◽

Ronald M. Cervero ◽

Steven J. Durning ◽

Lauren A. Maggio

Keyword(s):

Professional Development ◽

Patient Outcomes ◽

Health Professionals ◽

Continuing Professional Development

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Cultural Humility: A Proposed Model for a Continuing Professional Development Program

Pharmacy ◽

10.3390/pharmacy8040214 ◽

2020 ◽

Vol 8 (4) ◽

pp. 214

Author(s):

Jennifer L. Cox ◽

Maree Donna Simpson

Keyword(s):

Professional Development ◽

Professional Practice ◽

Health Professionals ◽

Development Program ◽

Continuing Professional Development ◽

World Health Organisation ◽

Cultural Safety ◽

World Health ◽

Cultural Humility ◽

Discussion Paper

Continuing professional development (CPD) is an essential component of professional practice for registered health practitioners to maintain and enhance knowledge, skills and abilities. There are many topics that practitioners may pursue relevant to their practice environment, and, in recent years, providing culturally safe and respectful practice is an emerging area of need. Unfortunately, many health professionals, whilst willing to offer cultural safe healthcare, may be uncertain of how to enact that practice. The World Health Organisation recognises attainment of the highest possible standard of health as a basic human right, and cultural safety is increasingly becoming an expectation of health professionals. To address this need and the insufficiency of support in the literature, the authors have presented a discussion paper on various aspects of cultural safety and the underlying constructs, such as cultures, that support it. The discussion takes into account core constructs that signpost the path to cultural safety and recognises the role and accountability of all levels of the healthcare system, not merely the practitioner. Finally, we propose a model program for a cultural humility CPD activity incorporating pre-work, online modules, interactive workshop, reflection on professional practice and a post-workshop evaluation.

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