Title: Continuing Professional Development for Health Professionals
1Continuing 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
2Keeping 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
3By 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?
6What is CPD
7What 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.
8What 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
9Another 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)
12What is CME
13Definition
- 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
14The 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
15Why physicians change their performance?
16What are the factors that affect decision making
to participate in formal CME ?
17Decision-making model
- Context of medical practice
- Awareness of needs
- Attitudes toward education
- Goals and expectations
- Opportunities and barriers
- Decision to attend
18The 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
20What are the obstacles to participation in CME?
21Obstacles to Participation
- Constrains of practice
- Heavy patient load
- Conflict with family and community
responsibilities - Cost of CME and loss of patient income
22What 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
24Shift 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
25Does CME make a different in medical practice and
patient care?
26Reviews 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
29Emerging 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
32What 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
33How 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(No Transcript)
35PCDQ Learning from your own clinical data
36- Online CME Family Practice
- Last Updated April 25, 2004.
- http//www.cmelist.com/family_practice.htm
37(No Transcript)
38How do you go about it?
- The CPD cycle
- The CPD cycle is very important and underpins
and provides a framework for all CPD activities
39The CPD cycle
40Reflection
- 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
41How might you do this?
- Critical incident analysis (positive and
negative)Personal SWOT (Strengths, Weaknesses,
Opportunities, Threats) analysis - With your line manager during your appraisal
42Planning
- 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?
43Ways of meeting your development needs
- Lectures Audit
- Action learning sets
- Study days Meetings Reading
- Computer assisted learning
Overhead 6
44Action
- Do what you have planned and record it
45How 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
46Evaluation
- 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?
48Evaluation/ 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
49Challenges for CME
- relevance to practice
- changes physician behavior
- based on current best scientific evidence
50CME has value when it results in.
- quality patient care
- state-of-the-art patient care
- evidence-based patient care
51Usefulness Equation
- Usefulness Relevance x Validity Work
- --Allen Shaughnessy, David Slawson, 1994
52Thank you