CPD and KT: Models Used and Opportunities for Synergy

Sargeant, Joan; Borduas, Francine; Sales, Anne E.; Klein, Doug; Lynn, Brenna M.; Stenerson, Heather

doi:10.1002/chp.20123

Cited by 32 publications

(40 citation statements)

References 19 publications

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“…This is addressed by the field of knowledge translation that examines the incorporation of new knowledge into practice. 16 Indeed, the dynamic educational process that can lead to sustained change in clinical practice has been described by Graham et al as the knowledge-to-action (KTA) cycle. 17 Each step of the KTA cycle is informed by prior steps.…”

Section: Knowledge Translationmentioning

confidence: 99%

Safer obstetric anesthesia through education and mentorship: a model for knowledge translation in Rwanda

Livingston

Evans

Nsereko

et al. 2014

Can J Anesth/J Can Anesth

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High rates of maternal mortality remain a widespread problem in the developing world. Skilled anesthesia providers are required for the safe conduct of Cesarean delivery and resuscitation during obstetrical crises. Few anesthesia providers in low-resource settings have access to continuing education. In Rwanda, anesthesia technicians with only three years of post-secondary training must manage complex maternal emergencies in geographically isolated areas. The purpose of this special article is to describe implementation of the SAFE (Safer Anesthesia From Education) Obstetric Anesthesia course in Rwanda, a three-day refresher course designed to improve obstetrical anesthesia knowledge and skills for practitioners in low-resource areas. In addition, we describe how the course facilitated the knowledge-to-action (KTA) cycle whereby a series of steps are followed to promote the uptake of new knowledge into clinical practice. The KTA cycle requires locally relevant teaching interventions and continuation of knowledge post intervention. In Rwanda, this meant carefully considering educational needs, revising curricula to suit the local context, employing active experiential learning during the SAFE Obstetric Anesthesia course, encouraging supportive relationships with peers and mentors, and using participant action plans for change, post-course logbooks, and follow-up interviews with participants six months after the course. During those interviews, participants reported improvements in clinical practice and greater confidence in coordinating team activities. Anesthesia safety remains challenged by resource limitations and resistance to change by health care providers who did not attend the course. Future teaching interventions will address the need for team training.

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Section: Knowledge Translationmentioning

confidence: 99%

Safer obstetric anesthesia through education and mentorship: a model for knowledge translation in Rwanda

Livingston

Evans

Nsereko

et al. 2014

Can J Anesth/J Can Anesth

Self Cite

View full text Add to dashboard Cite

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“…The authors of this study therefore concluded that an individual outcomes-focused approach to CPD within the PKS module, through the use of reflective accounts of participant experiences, can result in changes beyond just knowledge gains (Sargeant and others 2011). 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).…”

Section: Outcomes-based Cpd Modelsmentioning

confidence: 99%

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

Wallace

May

2016

Veterinary Record

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Numerous professional bodies have questioned whether traditional input-based continuing professional development (CPD) schemes are effective at measuring genuine learning and improving practice performance and patient health. The most commonly used type of long-established CPD activities, such as conferences, lectures and symposia, have been found to have a limited effect on improving practitioner competence and performance, and no significant effect on patient health outcomes. Additionally, it is thought that the impact of many CPD activities is reduced when they are undertaken in isolation outside of a defined structure of directed learning. In contrast, CPD activities which are interactive, encourage reflection on practice, provide opportunities to practice skills, involve multiple exposures, help practitioners to identify between current performance and a standard to be achieved, and are focused on outcomes, are the most effective at improving practice and patient health outcomes.

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“…In addition to these interventions aimed at encouraging participation, which would fit a traditional continuing professional development (CPD) or faculty development strategy, specific KT interventions ought to focus on the system in which participants work. They include force functions, social influence, and reminders (Sargeant et al 2011) (Table 3). …”

Section: Recommendations For Interventions To Improve Engagement In Fmentioning

confidence: 99%

Do anaesthetists believe their teaching is evidence-based?

2015

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Background: Knowledge translation (KT) and evidence-based practice are widely referenced in clinical medicine, with parallel calls for clinical teaching to better reflect best educational practice. How clinical teachers use medical education theory and evidence is largely unknown. Aims: To explore anaesthetists' attitudes to clinical teaching and medical education theory and evidence: whether they use it, what sources they access and attitudes to possible barriers to its use. Methods: Data were collected from anaesthetists via on-line questionnaire. Results: 364 anaesthetists (19% response rate) completed the questionnaire. Respondents preferentially approach colleagues and access short courses or workshops to improve their teaching. Twenty-eight percent reported consciously using medical education theory or evidence often or regularly, with 24% having never done so; 52% have never accessed any medical education article; and only 21% have read an article from a medical education journal. Lack of available time due to clinical commitments was the major barrier identified to greater use of medical education evidence and theory. Conclusion: A "knowledge-practice gap" does appear to exist in anaesthesia teaching in spite of the improved medical education evidence base. KT methodology may provide a guide to improving clinician engagement with medical education.

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CPD and KT: Models Used and Opportunities for Synergy

Cited by 32 publications

References 19 publications

Safer obstetric anesthesia through education and mentorship: a model for knowledge translation in Rwanda

Safer obstetric anesthesia through education and mentorship: a model for knowledge translation in Rwanda

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

Do anaesthetists believe their teaching is evidence-based?

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