Developing a CPD model for Eswatini—a participatory action research study

Abstract

Background Continuing professional development (CPD) is a key aspect to fulfil a commitment to lifelong learning for professionals registered with the Medical and Dental Council, the intention being to promote the health of patients and develop clinical expertise. The absence of formal CPD requirements for practitioners in Eswatini has resulted in a move to introduce an accredited system. Methods The qualitative study followed a participatory action research (PAR) methodology using a cooperative inquiry group of 10 medical practitioners in Eswatini to investigate how the current CPD program could be improved and formalised. PAR entailed four stages; observation, reflection, planning and action, using a semi-structured format to explore the areas of concern. Results Reflecting on the current situation resulted in three ways to improve CPD being identified: (1) adopt a formal, compulsory CPD model; (2) recognise achievements by practitioners who endeavour to improve their skills/knowledge through Entrustable Professional Activities, and (3) ensure that CPD is relevant to the workplace by using Quality-Improvement CPD (QI-CPD) and reflective diaries. These would be done by involving local practitioners, using adult learning principles and ensuring continuous evaluation and improvement of the CPD model. Conclusions There was general agreement on the need for a formalised CPD system to improve skill levels and provide an open platform to enhance patient care in a resource constrained setting. The findings provided information that can be used to plan and action its implementation through engagement with the country’s doctors in various forums and through ongoing research.

Upaya Pengembangan Profesionalisme Guru Pendidikan Anak Usia Dini

“…Dengan adanya Continuing Professionalisme Development bisa menjadi pertimbangan secara objektif dalam mengukur terkait sejauh mana seorang partisipan sudah berkontribusi dalam penyelenggaraan kegiatan tersebut yang dapat menjadi bahan evaluasi dari output yang telah dilakukan [21]. Selain itu dengan adanya pengadaan Continuing Professionalisme Development dalam dunia pendidikan merubah tatanan sistem mengajar guru yang menggunakan pendekatan pasif menjadi pendekatan Murhum : Jurnal Pendidikan Anak Usia Dini, DOI: 10.37985/murhum.v4i2.188 aktif, sehingga guru bisa berlatIh menjadi pusat perhatian yang disenangi peserta didik [13].…”