Continuing professional development: learning that leads to change in individual and collective clinical practice

Abstract

The lack of effectiveness of traditional models of continuing professional development is increasingly recognised. While they can lead to increased knowledge of participants, research suggests that there is a general failure to produce meaningful and sustained changes in clinician behaviours. The aim of this study was to explore the effect of the Royal College of Veterinary Surgeons' (RCVS) new individual outcomes-focused approach to delivery of continuing professional development (CPD) through the reflective accounts of participant experiences. Content analysis of 12 summaries of their learning, produced by early pioneers of the Professional Key Skills (PKS) Module of the RCVS Certificate in Advanced Veterinary Practice, revealed that the benefits of the PKS-related professional development is best understood through 'a framework of 'stakeholder' dynamics', with impact and behavioural change at the individual participant level having an effect on practice team behaviours, leading to patient, owner and business benefits. It can be concluded that, at least for these early pioneers, this new model for CPD has resulted in changes that have gone beyond knowledge accumulation to changed practitioner behaviours and recognisable patient, owner and business benefits.

Assessing and enhancing quality through outcomes‐based continuing professional development (CPD): a review of current practice

“…The study also reinforced previous research which demonstrated the value of using Kirkpatrick's (1998) model for evaluating the impact of learning experiences (Olson and Toomoan 2012, May and Kinnison 2015). …”

What is the veterinary professional identity? Preliminary findings from web‐based continuing professional development in veterinary professionalism

“…It is interesting to note the negative connotations of professionalism teaching noted in the medical literature; Chang (2013) described ‘being unprofessional’ as ‘the catch-all criticism’, and several of the courses reported are for the purpose of remediation (McLaren and others 2011, Parran and others 2013). However, the findings from veterinary CPD reported by May and Kinnison (2015) demonstrate positive outcomes, in this case following completion of a 10 credit/150-hour module in Professional Key Skills as part of the RCVS Certificate in Advanced Veterinary Practice. These included improved communication skills, competence in self-analysis of strengths and weaknesses and, through the enhanced understanding of the implications of being a professional, reduction in work-related stress.…”

The Veterinary Identity: A Time and Context Model

“…17 However, a discrepancy between perceptions of the prized veterinary identity (what the individual feels they ought to be), and the actual identity (what they are) is not restricted to the early veterinary career, and contributes to career stress. 18 The veterinary clinic is a complex environment, in which the needs of wider stakeholders frequently conflict with professional goals aimed at resolution of disease. 19 Whether this environmental complexity is embraced, and internalized into the veterinary identity, or is seen as a persistent barrier to it, will contribute to whether an individual perceives a sense of achievement and satisfaction with their career.…”