Continuing Professional Development (CPD) in palliative medicine: a survey

Lloyd‐Williams, Mari; Kite, Suzanne; Hicks, Fiona; Todd, Jennifer; Ward, Jason; Barnett, Mandy

doi:10.1080/01421590500313050

Cited by 3 publications

(10 citation statements)

References 4 publications

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“…A wide range of mechanisms was reported across the articles. Interestingly, something reported in one article as an intervention, such as PLT, may be reported elsewhere as a mechanism . We identified positive and negative mechanisms at the individual, interpersonal and organisational levels.…”

Section: Resultsmentioning

confidence: 61%

“…A number of contexts were noteworthy with respect to intervention and outcome; namely, age group of learners, presence or absence of patient, medicine (as distinct from other professions) and location . Other contexts were reported as not being important with respect to intervention and outcome; namely, level of staff experience, specialty, gender and type of contract .…”

Section: Resultsmentioning

confidence: 99%

“…Both positive and negative outcomes for the above interventions were identified across the articles. Positive outcomes included: maximised learning opportunities; new knowledge and/or skill acquisition; improved workforce flexibility; improved patient care, safety and/or outcomes; reduced waiting times; peer‐to‐peer learning; staff cohesion and/or networking; deep learning; improved performance and practice; revalidation supported; feelings of satisfaction and valued contribution; and balance of learning and service delivery maintained . Negative outcomes included: hindered learning opportunities; undermined patient confidence; perceptions of inadequacy and/or failure, exhaustion and lack of engagement; and increased workload .…”

Section: Resultsmentioning

confidence: 99%

“…We identified contexts at the individual, interpersonal and organisational levels. Contexts at the individual level included: nurses; midwives; allied health care professionals; junior doctors and medical students; trainees; ‘hospital doctors’; community nurses; GP administrative staff; and CPD organisers . Contexts at the interpersonal level included: primary care teams; and multidisciplinary teams .…”

Section: Resultsmentioning

confidence: 99%

“…We identified positive and negative mechanisms at the individual, interpersonal and organisational levels. In terms of positive mechanisms at the individual level we identified: increased awareness of opportunity; recognition of capacity to learn and/or mobilising knowledge; attitudes to learning and/or active participation; perception of value and/or relevance; enthusiastic and motivated trainers; targeted, quality teaching; integration of service, experience and training; and effective communication . At the interpersonal level, we identified numerous positive mechanisms including: discussion time away from patients; student–patient relationship; mentoring; integration of service, experience and training; and effective communication .…”

Section: Resultsmentioning

confidence: 99%

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Balancing health care education and patient care in the UK workplace: a realist synthesis

et al. 2017

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CONTEXT Patient care activity has recently increased without a proportionate rise in workforce numbers, impacting negatively on health care workplace learning. Health care professionals are prepared in part by spending time in clinical practice, and for medical staff this constitutes a contribution to service. Although stakeholders have identified the balance between health care professional education and patient care as a key priority for medical education research, there have been very few reviews to date on this important topic. METHODSWe conducted a realist synthesis of the UK literature from 1998 to answer two research questions. (1) What are the key workplace interventions designed to help achieve a balance between health care professional education and patient care delivery? (2) In what ways do interventions enable or inhibit this balance within the health care workplace, for whom and in what contexts? We followed Pawson's five stages of realist review: clarifying scope, searching for evidence, assessment of quality, data extraction and data synthesis. RESULTSThe most common interventions identified for balancing health care professional education and patient care delivery were ward round teaching, protected learning time and continuous professional development. The most common positive outcomes were simultaneous improvements in learning and patient care or improved learning or improved patient care. The most common contexts in which interventions were effective were primary care, postgraduate trainee, nurse and allied health professional contexts. By far the most common mechanisms through which interventions worked were organisational funding, workload management and support.CONCLUSION Our novel findings extend existing literature in this emerging area of health care education research. We provide recommendations for the development of educational policy and practice at the individual, interpersonal and organisational levels and call for more research using realist approaches to evaluate the increasing range of complex interventions to help balance health care professional education and patient care delivery.

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Section: Resultsmentioning

confidence: 61%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Balancing health care education and patient care in the UK workplace: a realist synthesis

et al. 2017

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Doctors' attitudes to maintenance of professional competence: A scoping review

et al. 2021

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Context Recent decades have seen the international implementation of programmes aimed at assuring the continuing competence of doctors. Maintenance of Professional Competence (MPC) programmes aim to encourage doctors' lifelong learning and ensure high‐quality, safe patient care; however, programme requirements can be perceived as bureaucratic and irrelevant to practice, leading to disengagement. Doctors' attitudes and beliefs about MPC are critical to translating regulatory requirements into committed and effective lifelong learning. We aimed to summarise knowledge about doctors' attitudes to MPC to inform the development of MPC programmes and identify under‐researched areas. Methods We undertook a scoping review following Arksey and O'Malley, including sources of evidence about doctors' attitudes to MPC in the United States, the United Kingdom, Canada, Australia, New Zealand and Ireland, and using the Preferred Reporting Items for Systematic reviews and Meta‐Analyses extension for Scoping Reviews (PRISMA‐ScR) as a guide. Results One hundred and twenty‐five sources of evidence were included in the review. One hundred and two were peer‐reviewed publications, and 23 were reports. Most were from the United Kingdom or the United States and used quantitative or mixed methods. There was agreement across jurisdictions that MPC is a good idea in theory but doubt that it achieves its objectives in practice. Attitudes to the processes of MPC, and their impact on learning and practice were mixed. The lack of connection between MPC and practice was a recurrent theme. Barriers to participation were lack of time and resources, complexity of the requirements and a lack of flexibility in addressing doctors' personal and professional circumstances. Conclusions Overall, the picture that emerged is that doctors are supportive of the concept of MPC but have mixed views on its processes. We highlight implications for research and practice arising from these findings.

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Continuing Professional Development (CPD); What should we do?

Khan

2012

Bangla J Med Educ

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Patient and the general people expect that doctors remain up-to-date and professionally competent. The formal undergraduate and postgraduate education and training are conducted to bring a behavioral change in a medical practitioner to meet that expectation. The rate and magnitude of change in medical science is such that the contents of text books are not sufficiently up-to-date rather somewhat out of date at the time of publication. CME is continuing education in knowledge and skill of medical practice through which doctors will remain upto date. Due to rapid changes in health care delivery system; health professionals needs to transform from a continuing education (CME) to a continuous professional development (CPD) model so that they remain "up-todate" in their knowledge and competency in total care. CPD is a broader concept for continuing development of multifaceted competencies inherent in medical practice including medical, managerial, social and personal subjects which are needed for high quality professional performance in modern health care delivery system. CPD is complementary to formal undergraduate and postgraduate education; completing the educational trilogy. Undergraduate and postgraduate medical education is regulated by specific rules and regulation but CPD is the process where the responsibility rests on professionals and individual doctor. People expect what is 'best' rather than what is 'right' for a particular situation and for that level; professional competence should be combined with improvisation and general oversight. That is why, all over the world the concept of CPD is emerging and developing as a dynamic educational process to improve and upgrade ones professional performance. As a part of the 'global resident' we should be familiar to cope with and should be trying to contribute in these progress and development. This article will help us to initial understanding and formulating an approach to that.

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Continuing Professional Development (CPD) in palliative medicine: a survey

Cited by 3 publications

References 4 publications

Balancing health care education and patient care in the UK workplace: a realist synthesis

Balancing health care education and patient care in the UK workplace: a realist synthesis

Doctors' attitudes to maintenance of professional competence: A scoping review

Continuing Professional Development (CPD); What should we do?

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