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Continuing Professional Development for Health Professionals

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To obtaining CME credits. To reduce the possibility of malpractice ... continuing education activities change physician behaviour or health care outcomes? ... – PowerPoint PPT presentation

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Title: Continuing Professional Development for Health Professionals


1
Continuing Professional Development for Health
Professionals
  • Khalid Bin Abdulrahman, MD, DPHC, ABFM, MHSc
    (MEd)
  • Associate Professor of Family PhysicianDirector
    of Medical Education Center
  • College of Medicine , KSU

2
Keeping Up
  • "No one, who wishes to practice medicine,
  • either with safety to others, or credit to
    himself,
  • will incline to  remain ignorant of any discovery
  • which time or attention has brought to light. 
    But it is
  • well known that the greatest part of those who
    are
  • engaged in the actual prosecution of this art,
    have
  • neither leisure nor opportunity for very
    extensive
  • reading.
  • Sr. Andrew Duncan,
  • 1773, Medical and Philosophical
  • Commentaries

3
By the end of this session you will be able to
  • Define what is CPD and CME?
  • Recognize why physicians change their
    performance?
  • Understand how physicians change their
    performance? How physicians learn?
  • Recognize does CME make a different in medical
    practice and patient care?

4
  • What are the factors that affect decision making
    to participate in formal CME ?

5
  • What are the obstacles to participation in CME?

6
What is CPD
7
What is CPD?
  • CPD is a process of lifelong learning for all
    individuals and teams which meets the needs of
    patients and delivers the health outcomes and
    healthcare priorities of the health sector and
    which enables professionals to expand and fulfill
    their potential.

8
What is CPD?
Continuing - life long learning, an ongoing
process regardless of your age or the stage of
your career
Professional - focused on your personal /
individual competence at work / in a
professional role
Development - improve your personal skills to
improve patient care and your career progression
9
Another definition of CPD
  • CPD is a systematic, ongoing, cyclical process of
    self directed learning
  • It includes everything you learn which enables
    you to do your job (current or future) more
    effectively

10
  • It is a partnership between the individual and
    the organisation
  • The main responsibility for your development lies
    with you. The organisation for whom you work has
    a responsibility for helping you to meet the
    development needs which relate to performance in
    your current job

11
  • CPD is a general concept and can be used by
    everyone (pharmacists, technicians, assistants
    and other support staff)

12
What is CME
13
Definition
  • CME is a continuing process that involves
    practicing physicians, practice environments,
    learning resources, and interventions designed to
    improve the ability of physicians to provide
    better medical care to patients
  • Davis DA, Fox RD. The Physician as Learner
    Lining Research to Practice. American Medical
    Association, Chicago, Ill, 1994

14
The Broader Definition
  • Attendance at formal CME activities is part of a
    broader search for information
  • The search includes not only participation in
    formal conferences, but reading, consulting with
    peers experts and other form of SDL

15
Why physicians change their performance?
16
What are the factors that affect decision making
to participate in formal CME ?
17
Decision-making model
  • Context of medical practice
  • Awareness of needs
  • Attitudes toward education
  • Goals and expectations
  • Opportunities and barriers
  • Decision to attend

18
The Purpose of Participation
  • To keep up with advances in medicine
  • To validate previous learning
  • To review or refresh previous learning
  • To prepare for board examinations
  • To obtaining CME credits

19
  • To reduce the possibility of malpractice
  • To get away from busy practice
  • To get fun and recreation
  • To returning back to academic medicine

20
What are the obstacles to participation in CME?
21
Obstacles to Participation
  • Constrains of practice
  • Heavy patient load
  • Conflict with family and community
    responsibilities
  • Cost of CME and loss of patient income

22
What might make it difficult for you to practise
CPD and document it?
  • Time
  • Motivation
  • Lack of understanding of whats involved / how to
    do it
  • Money / resources (people)
  • Lack of mentors / facilitators
  • Lack of administrative support

23
  • Unwillingness to include personal information in
    portfolio?
  • Lack of knowledge of benefits
  • Lack of a formal appraisal / performance review
    system
  • Perceptions of others (e.g. senior managers)
    roles

24
Shift towards learner-centred education
  • Old think
  • Passively listening to lectures
  • Educator decides topic
  • Read a journal or text book
  • Errors should be forgotten / denied
  • New think
  • Actively participate in learning
  • You decide the topic
  • Problem solving, simulated cases
  • Errors are a learning experience

Wyatt JC. Clinical Knowledge in the
Information Age London RSM, 2001
25
Does CME make a different in medical practice and
patient care?
26
Reviews of the evidence
27
  • Our data show some evidence that interactive
    CME sessions that enhance participant activity
    and provide the opportunity to practice skills
    can effect change in professional practice and,
    on occasion,health care outcomes.

28
  • Based on a small number of well-conducted
    trials, didactic sessions do not appear to be
    effective in changing physician performance.
  • Davis D et al. Impact of formal continuing
    medical education do continuing education
    activities change physician behaviour or health
    care outcomes? JAMA 1999 Sep 1282(9)867-74

29
Emerging evidence supports complex interventions
30
  • the complex educational intervention exemplified
    the best form of knowledge translation (the
    integration of knowledge into practice), moving
    the practitioner from

Davis D. Clinical practice guidelines and the
translation of knowledge the science of
continuing medical education. CMAJ 2000 163
(10 )1278-9
31
  • awareness of new guidelines
  • to agreement with the guidelines and
  • finally to adoption and adherence,
  • following well-defined patterns of adoption and
    based on principles of adult learning applied to
    CME.

Davis D. Clinical practice guidelines and the
translation of knowledge the science of
continuing medical education. CMAJ 2000 163
(10 )1278-9
32
What content and how to update?
  • Of 217 drug therapy guidelines developed or
    endorsed by Canadian organizations in the period
    199498, only 15 met half or more of the
    authors' criteria for rigour in the developmental
    process, and only 7 were rated by independent
    reviewers as sound
  • Time to weed the CPG garden CMAJ
    2001165(2)141, 143

33
How to interact?
  • A critical mass of practitioners can benefit
    from a virtual community.
  • Roberts C, Fox N. General practitioners and the
    Internet modelling a 'virtual community'.
  • Fam Pract 1998 Jun15(3)211-5

34
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35
PCDQ Learning from your own clinical data
  • www.pcdq.org

36
  • Online CME Family Practice
  • Last Updated April 25, 2004.
  • http//www.cmelist.com/family_practice.htm

37
(No Transcript)
38
How do you go about it?
  • The CPD cycle
  • The CPD cycle is very important and underpins
    and provides a framework for all CPD activities

39
The CPD cycle
40
Reflection
  • Identify your development needs
  • Reflect or think about what you have done, how
    you did it and how you could do it better or
    differently, or apply that insight in the future
  • Takes practice to develop

41
How might you do this?
  • Critical incident analysis (positive and
    negative)Personal SWOT (Strengths, Weaknesses,
    Opportunities, Threats) analysis
  • With your line manager during your appraisal

42
Planning
  • How will you meet the development needs you have
    identified?
  • What level of competence do you need to achieve?
  • What is your preferred style of learning?
  • How important are these needs in relation to each
    other?
  • What style of learning will you use?

43
Ways of meeting your development needs
  • Lectures Audit
  • Action learning sets
  • Study days Meetings Reading
  • Computer assisted learning

Overhead 6
44
Action
  • Do what you have planned and record it

45
How might you record your CPD?
  • In any way that suits and works for you
  • Computer
  • Notebook
  • Portfolio whatever documentation you use is
    your portfolio
  • May use resources and portfolios already
    available

46
Evaluation
  • This is a very important stage to complete the
    cycle where you assess how effective your
    learning has been

47
  • Consider
  • Have you achieved your intended outcomes?
  • How has your practice changed as a result?
  • If it hasnt, what are the reasons? Are you How
    might you use / apply the knowledge / skills in
    the future?

48
Evaluation/ action form
  • When did you last participated in educational
    event
  • What messages did you take home?
  • Have you acted on them?
  • Issues studied today (1) (2) (3)
  • What did you like?
  • What did you dislike?
  • What would you act on?
  • Reflection is the mantra through the entire
    process

49
Challenges for CME
  • relevance to practice
  • changes physician behavior
  • based on current best scientific evidence

50
CME has value when it results in.
  • quality patient care
  • state-of-the-art patient care
  • evidence-based patient care

51
Usefulness Equation
  • Usefulness Relevance x Validity Work
  • --Allen Shaughnessy, David Slawson, 1994

52
Thank you
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