INSERT STATE CPD Certificate Program

1
INSERT STATECPD Certificate Program

• CPD A Reason to Learn
• CPD A Way to Learn

2
Faculty Information

• Facilitator Name
• Faculty Name
• Faculty Name

3
Agenda

• PROVIDE OUTLINE

4
Support

• Grants from the Boehringer-Ingelheim Corporation,
  Merck Company, and Teva Pharmaceuticals USA
  have made this program possible
• Accreditation Council for Pharmacy Education
  (ACPE)
• The National Alliance of State Pharmacy
  Associations (NASPA) and the National Association
  of Boards of Pharmacy (NABP)

5
CPD Certificate ProgramLearning Objectives

• Summarize conclusions from the research on CE and
  list practical outcomes of CPD
• Identify personal strengths and opportunities for
  improvement through structured self-assessment
  tools
• Explain the importance of assessing individual
  preferred learning style to incorporate
  appropriate learning activities into PLAN
  component of CPD
• Differentiate between the various levels of
  reflection

6
CPD Certificate ProgramLearning Objectives
Continued

• Identify short- and long-term career goals
• Utilize the information provided in the
  reflection exercises to develop a personal
  learning plan
• Design learning objectives that address personal
  and professional goals identified through
  reflection
• Develop and implement a personal learning plan to
  accomplish identified learning objectives
• Evaluate learning and overall CPD process
• Develop and maintain a CPD portfolio

7
Legend

• Preliminary results CPD 101 Survey
• Participant Activity

8
Continuing Professional Development Cycle
I consider my current and future practice, and
self-assess my professional development needs and
goals.
I consider the outcomes and effectiveness of each
learning activity and my overall plan, and what
(if anything) I want or need to do next.
I develop a Personal Learning Plan to
achieve intended outcomes, based on what and how
I want or need to learn.
I implement my learning plan utilizing an
appropriate range of learning activities and
methods.
In my CPD Portfolio I document important
aspects of my continuing professional
development it is a valuable reference that
supports my reflection and learning.
9
Definition of CPD

• Self-directed, ongoing, systematic and
  outcomes-focused approach to learning and
  professional development
• Adopted by CPD Pilot May 2006

10
State Pilot CPD Statement

• Pharmacists who adopt a CPD approach accept the
  responsibility to fully engage in and document
  their learning through reflecting on their
  practice, assessing and identifying professional
  learning needs and opportunities, developing and
  implementing a personal learning plan, and
  evaluating their learning outcomes with the goal
  of enhancing the knowledge, skills, attitudes and
  values required for their pharmacy practice.

11
Rationale for the CPD Pilot

• Several state associations believed it was time
  to move forward with CPD
• Beyond talking and discussing
• Primary
• Develop and evaluate materials that would be
  appropriate to the US market
• Secondary
• Obtain some valid data about the effectiveness
  (or otherwise) of CPD as a concept
• Measure differences in the learning habits and
  outcomes of pharmacists

12
CPD Pilot Null Hypothesis

• Practitioners who adopt a CPD approach are not
  more likely to assess and identify their
  professional learning needs develop and
  implement a personal learning plan evaluate
  their learning outcomes and document each of
  these elements when compared to those who utilize
  a traditional approach to continuing education.

13
Institute of Medicine Report

• Doctors, nurses and pharmacists are not prepared
  to provide safe and effective medical care that
  includes
• Patient-centered care
• Interdisciplinary interactions
• Evidence-based medicine (EBM)
• Quality improvement
• Use of informatics

Committee on Quality of Health Care in America,
Institute of Medicine. Crossing the Quality
Chasm A New Health System for the 21st Century.
Pgs 207-224.
14
Pharmacists want to learn, but

• you go, you sit, you listen,you forget

Pharmacists quote from article by Austin et al
AJPE 2005 69 (1) Article 4
15
Conclusions from the Medical Literature

• CE can be effective in both learning and practice
  change, but
• More successful (learning, practice change) if
• In an area of interest or preference
• Related to daily practice
• Programs selected in response to identified need
• Interactive, hands-on
• Use more than one intervention continuing not
  opportunistic
• Self-directed (content and context)
• Focus on specific outcomes/objectives
• Include a Commitment to Change

16
Learning Retention Research

• Learners remember
• 10 of what they read
• 20 of what they hear
• 30 of what they see
• 50 of what they see and hear
• 80 of what they say
• 90 of what they do
• National Safety Council Results

17
Effectiveness of Instruction
18
Self-Study Article DiscussionCPD in Pharmacy,
Rouse M

• Which of the following statements is FALSE
  regarding Continuing Professional Development
  (CPD)?
• CPD replaces continuing education for pharmacists
• Documentation is an integral component of CPD
• CPD is outcomes focused
• CPD is self-directed

19
Self-Study Article DiscussionCPD in Pharmacy,
Rouse M

• Identify the statement which best describes the
  reason for the change to a CPD model in pharmacy.
• Traditional CE does not improve knowledge and
  skills of pharmacists.
• It is difficult for most pharmacists to achieve
  their required continuing education requirements
• Learning that is self-directed and goal oriented
  is more sustainable than traditional CE
• Clinical services are being reimbursed to
  pharmacists who participate in a CPD model

20
Self-Study Article DiscussionCPD in Pharmacy,
Rouse M

• According to the authors representation of CPD,
  which of the following is not a stage of the CPD
  cycle.
• Reflection
• Planning
• Acting
• Documenting

21
Self-Study Article DiscussionCPD in Pharmacy,
Rouse M

• Which of the following statements is FALSE
  regarding reflection by pharmacists
• Reflection is important to learning
• It can only be done by being proactive and
  scheduling time to determine professional goals
• Opinions from peers and supervisors should be
  considered
• Tools from organizations such as NABP have been
  developed to help pharmacists reflect on their
  knowledge and skills

22
Self-Study Article DiscussionCPD in Pharmacy,
Rouse M

• Which of the following statements is TRUE
  regarding personal development plans?
• Usually the plan is set at the beginning of the
  year and should not be changed to keep the
  pharmacist on track with their professional goals
• It is best to use learning goals that are general
• Multiple learning methods will help pharmacists
  achieve sustainable learning
• Traditional CE is not a component of the personal
  development plan

23
Self-Study Article DiscussionCPD, the Ontario
Experience, Austin Z

• Which statement best reflects the current
  research regarding the beneficial effects of
  conventional CE and professional competence in
  healthcare providers?
• Conventional CE has been shown to improve
  professional competence
• Patient care improves the more conventional CE a
  provider participates in
• Didactic CE alone is of limited effectiveness in
  changing practice performance
• Two decades of studies have shown that
  conventional CE changes practice behaviors

24
Self-Study Article DiscussionCPD, the Ontario
Experience, Austin Z

• Which one of the following is NOT a component of
  Ontarios Quality Assurance Program.
• A learning portfolio
• A practice review process
• A two part registration process
• An evaluative component

25
Self-Study Article DiscussionCPD, the Ontario
Experience, Austin Z

• Which of the following is a component of Phase I
  of the practice review process?
• Completion of a self-assessment survey
• Measurement patient care competencies
• 115 minute open-book written test
• 12-minute standardized-patient interview

26
Self-Study Article DiscussionCPD, the Ontario
Experience, Austin Z

• Which of the following statements is False
  regarding the development of Phase II Components
• Pharmacists expressed significant apprehension
  about how their performance would affect their
  ability to practice
• To ensure validity and reliability, the Ontario
  College of Pharmacists utilized mostly
  pharmacists in the academic/teaching setting to
  develop questions and cases
• All assessments are criterion-referenced
• Reliability of the assessment items has been
  established through a review of 5 years of data

27
Self-Study Article DiscussionCPD, the Ontario
Experience, Austin Z

• Which of the following is True regarding the
  overall results of the practice review process?
• Pharmacists felt most comfortable with their
  therapeutic knowledge base
• Pharmacists in the community setting assessed
  their dissemination of drug information higher
  than hospital pharmacists
• Diabetes management was a therapeutic area
  recognized by pharmacists as an area needing more
  learning
• Pharmacists who graduated within the last 15
  years, viewed themselves more competent than
  older pharmacists in areas of drug distribution

28
Discussion Before Material

• CPD 101
• Questions
• Comments
• Self-Study
• Questions
• Comments

29
Continuing Professional Development Cycle
I consider my current and future practice, and
self-assess my professional development needs and
goals.
I develop a Personal Learning Plan to
achieve intended outcomes, based on what and how
I want or need to learn.
I consider the outcomes and effectiveness of each
learning activity and my overall plan, and what
(if anything) I want or need to do next.
I implement my learning plan utilizing an
appropriate range of learning activities and
methods.
In my CPD Portfolio I document important
aspects of my continuing professional
development it is a valuable reference that
supports my reflection and learning.
30
Description of Reflection

• Reflection is the practice of periodically
  stepping back to ponder and express the meaning
  to self and to others in ones immediate
  environment of what has, will, or is happening

Joseph A. Raelin, Asa Knowles Chair, Northeastern
University. Used with permission.
31
Reflection and Professional Development
Values

• Self appraisal or assessment of workplace, career
  and personal ambitions
• Complex and deliberate process of assessing
  knowledge, skills, attitudes, and values
• Multi-faceted

32
Levels / Depth of Reflection

• Descriptive Specific details of actions
• Reflective - focusing on the whole situation,
  including other people involved, location, etc.
• Reflexive - focusing on own actions

Dr. Pat Black, Keele University
33
Layers of ReflectionDescriptive Example

• What happened
• Answers who, what, when, where
• There were 350 prescriptions filled today.
• Mrs. Smith, a patient with type 2 diabetes, had
  a question about proper foot care.

34
Layers of ReflectionReflective Example

• Impact on others / environment
• How might the high volume be affecting the
  pharmacy staff?
• Is the staff properly trained / do they have the
  right resources?
• I didnt feel I had the proper
  information/knowledge to share with Mrs. Smith
• Identified a personal learning need so this
  person can answer the question right away

35
Layers of ReflectionReflexive Example

• Answers why or how
• How it affected you
• How did I respond to the extra stress involved
  with filling a large volume of prescriptions?
• How did the busy nature of the pharmacy affect
  my interaction with Mrs. Smith?.
• There wasnt enough time to research her
  question.

36
R5 Reflection of Current
Professional Status

• Revisit worksheet R5 from self-study
• Reread the comments about the positive and
  negative aspects of your current practice
• Reread comments written about the status of depth
  of your personal and professional level
• Is your response descriptive, reflexive or
  reflective

37
R1Professional Profile

• Revisit worksheet R1 from self-study
• Existing CV before completing self-study?
• If yes, are there additional areas that you
  included that were not listed on the worksheet?
• Create new CV as a result of self-study?
• Did completing this worksheet lead to the
  identification of a personal learning need or
  opportunity?
• Did you identify something you would like to have
  listed on your CV but have not yet accomplished
  or need more knowledge to accomplish?

38
R2 Mission / Personal
Statement

• Revisit worksheet R2 from self-study
• Existing mission statement?
• Any volunteers that would like to share?
• Did completing this worksheet lead to the
  identification of a personal learning need?
• Something stated that you need additional
  knowledge to accomplish?

39
R3 Current Work Environment

• Revisit worksheet R3
• Was this worksheet easy to complete?
• Did completing this worksheet lead to the
  identification of a personal learning need?
• In general, do you feel you work in a good
  environment?
• Is there anything you would change in your work
  environment?
• Are you professionally and personally satisfied
  through your job?

40
R4 Self-Assessment Survey

• Revisit worksheet R4Self-assessment
• Was the self-assessment easy to complete?
• Were you able to identify 10 personal learning
  needs?
• Review of overall results

41
R5 Reflection of Current
Professional Status

• Revisit worksheet R5
• Did completing this worksheet lead to the
  identification of a personal learning need?

42
R6 Personal and
Professional Goals

• Revisit worksheet R6
• Did completing this worksheet lead to the
  identification of a learning need?
• Did they relate to knowledge, skills, resources,
  settings, values, or attitudes?

43
Pharmacists Inventory of Learning Styles (PILS)

Austin Z. Development and Validation of the
Pharmacists Inventory of Learning Styles (PILS).
American Journal of Pharmaceutical Education.
2004 68(2) 1-10
44
Learning Objectives

• Upon completion of this workshop, you will be
  able to
• Describe major psychological theories of teaching
  and learning
• Differentiate between different learning styles
• Apply learning styles theories to design of
  optimal continuing professional development
• Reflect upon your own learning style

45
The Psychology of Teaching and Learning

• Behavioral approaches emphasizing rewards and
  punishments
• Cognitive approaches highlighting the supremacy
  of reason over feeling
• Developmental approaches focusing on the stages
  of human growth
• Psycho-analytic approaches aiming at making the
  unconscious conscious

46
The Learning Styles Tradition

• Piaget Infant and child development
• Eysenck The biological basis for personality
  and learning
• Maslow Hierarchy of needs, and the adaptive,
  survival value of learning
• Kolb Learning preferences vs. learning styles

47
How do Learning Styles Develop?

• Nature
• Nurture
• Positive and negative reinforcement
• Evolve over time
• Self-reflection
• Circumstance

48
(No Transcript)
49
R7 Pharmacists Inventory
of Learning Styles

• Complete Worksheet R7

50
The Four Learning Styles

• Divergers Lets just all get along, okay?
• Assimilators Lack of organization on your part
  is no reason for an emergency on my part
• Convergers Relax everybody Im here to help
• Accommodators Are we there yet?

51
Comparing Learning StylesApproach to Material

• Divergers emphasize inter-relationships and
  connections
• Assimilators emphasize theory and expertise
• Convergers emphasize application and value
• Accommodators emphasize utility

52
Comparing Learning StylesProcess of Learning

• Divergers Reflection-in-action
• Assimilators Reflection-on-action
• Convergers Action/activity
• Accommodators Action/activity with a reason

53
Comparing Learning StylesPsycho-educational
needs

• Divergers Supportive peers, time to reflect and
  discuss before performing
• Assimilators Expert teachers, time to reflect
  and discuss before performing
• Convergers An audience to impress with an
  outcome to achieve
• Accommodators A legitimate reason to care and
  be involved

54
Comparing Learning StylesRelating to Others

• Divergers Values harmony, group process over
  objective outcomes
• Assimilators May confuse others confidence
  with competence
• Convergers May mistake own confidence for
  competence
• Accommodators Values efficiency, sometimes at
  the expense of efficacy

55
Comparing Learning StylesApproaches to Feedback

• Divergers Fantastic! The best ever
• Assimilators Excellent
• Convergers Great
• Accommodators Good

56
Accommodating Different Learning Styles

• Importance of educational design that respects
  different learning needs
• Recognition that each individual has personal
  preferences/strengths, but that all professionals
  must be able to function competently in any
  learning style
• Multiple teaching and assessment methods provides
  opportunities to play to strengths but to also
  develop new skills

57
Accommodating Different Learning Styles

• Divergent teaching methods
• Reflection
• Non-time pressured group work
• Mentoring
• Creative, unstructured activities
• Learning for the sake of learning, not simply for
  the purpose of application

58
Accommodating Different Learning Styles

• Assimilative teaching methods
• Expert-driven lectures
• Homework
• Individual activities
• Web-based, non-interactive
• Mentoring
• Learning for the sake of learning that also has
  practical application

59
Accommodating Different Learning Styles

• Convergent teaching methods
• Purpose-driven group work
• Competitions
• Role-playing
• In-practice activities
• Mentoring
• Learning for the purpose of practical application

60
Accommodating Different Learning Styles

• Accommodative teaching methods
• Just-in-time curriculum
• Time/resource efficient learning
• Practical problem solving
• Mentoring
• Learning for the purpose of solving problems

61
Learning Styles Summary

• Role of diagnosing learning stylesit is not
  blood typing or citizenship!
• Used as a tool for understanding oneself, ones
  interactions with others and the environment
• Most useful in providing a respectful vocabulary
  with which to begin discussion around teaching
  and learning

62
Conclusions

• Learning styles theory can be a powerful tool for
  teachers, students, mentors, preceptorsand
  thats everyone!
• Learning styles instruments should not be used to
  segregate or stream individuals rather it
  should be used to challenge fundamental
  assumptions about what is good, effective and
  efficient teaching and learning

63
WRAP UP LUNCH

• 1200 pm to 1245 pm

64
Anatomy of self-assessment Inventories

• Values
• Interests
• Personality

65
Value Inventory

• Ideals that guide or qualify your personal
  conduct, interaction with others, and involvement
  in career
• Personal, cultural, social, work
• Measures how important different values are to a
  person
• Autonomy
• Prestige
• Security
• Interpersonal relations
• Helping others
• Flexible work schedule
• Salary
• Play an important role in job satisfaction

66
Interest Inventory

• Likes and dislikes of various activities
• Interest in all activities (work and outside)
  should align
• Example
• Career Exploration Inventory indicates
  compatibility with major career cluster
• Uses
• People considering career change
• Employees seeking more satisfaction in current
  role
• Students exploring career options
• Organizations looking to retain star performers
  and key staff
• Midlife and older adults planning their
  retirement

67
Personality Inventory

• Measurement of the following
• Individual traits
• Motivational drives
• Needs
• Attitudes
• Example is Myers-Briggs Type Indicator
• MBTI reports preferences on four dichotomies
• Extroversion vs. Introversion
• Sensing vs. Intuition
• Thinking vs. Feeling
• Judging vs. Perceiving

68
R8 Value and Interest
Inventory

• Develop 3 more values not listed
• Complete worksheet R8
• Describe your ideal job / list characteristics of
  an ideal job
• How might these inventories feed into learning
  need identification or career development?

69
Intrinsic Talents and Strengths

• Now Discover Your Strengths
• Marcus Buckingham and Donald O. Clifton
• Uses Gallup Pole to reveal unique talents and
  strengths
• Encourages all to focus on strengths and not to
  spend a lot of resources on improving weaknesses
• Examples of talents
• Achiever constant need for achievement
• Analytical value data
• Command need to take charge
• Developer devises new ideas and helps them grow
• Focus needs a clear direction / destination
• Others Arranger, communication, discipline,
  individualization, learner, responsibility,
  strategic

70
R9 Personal Learning Needs

• Frame learning ideas/opportunities
• List rationale for choosing opportunity
• Describe if relevant to practice
• Provide source for developing/identifying topic
• Worksheets R1-R8 or other?

71
REFLECTAlberta Pilot Reported Results

• Affirms what I already know
• Feel a sense of accomplishment
• Develop my own approach to a self assessment
• Identify a focus for learning/setting goals
• Motivating
• Now understand what is expected and have guidance
  for assessment

72
REFLECTAlberta Pilot Reported Challenges

• Time consuming
• Avoidance or procrastination
• Process is complicated
• Feel I know very little
• Areas in self assessment are irrelevant to my
  practice

73
CPD starts from the position that people are
currently at not the position that others think
they should be at
Dr. Peter Wilson, consultant to RPSGB, Aug 2002
74
Continuing Professional Development Cycle
I consider my current and future practice, and
self-assess my professional development needs and
goals.
I develop a Personal Learning Plan to
achieve intended outcomes, based on what and how
I want or need to learn.
I consider the outcomes and effectiveness of each
learning activity and my overall plan, and what
(if anything) I want or need to do next.
I implement my learning plan utilizing an
appropriate range of learning activities and
methods.
In my CPD Portfolio I document important
aspects of my continuing professional
development it is a valuable reference that
supports my reflection and learning.
75
PLAN

• Develop an action plan to accomplish your
  objectives identified during the reflection stage
• What resources are available to accomplish
  learning objectives
• What activities are available to accomplish
  learning objectives
• Develop a timeline

76
Developing SMART Learning Objectives

• Specific
• Be precise about desired outcomes
• Measurable
• Quantify objectives
• Achievable
• Ensure realistic expectations
• Relevant
• Align with practice and/or organizational goals
• Timed
• State when objective will be achieved

77
Writing Learning Objectives

• State to yourselfwhen I complete this learning
  activity, I want to be able to
• Accreditation Council for Pharmacy Education
  (ACPE)
• Learning objectives should reflect relationship
  or content to pharmacy practice

78
Action Words
79
Non-SMART Objective

• Know more about monitoring anticoagulation
  therapy.

80
SMART Objective

• Describe lab tests used to effectively monitor
  patients on warfarin, heparin, and low-molecular
  weight heparin by November 2006

81
REMINDER Literature Conclusions

• CE can be effective in both learning and practice
  change, but
• More successful (learning, practice change) if
• In an area of interest or preference
• Related to daily practice
• Programs selected in response to identified need
• Interactive, hands-on
• Use more than one intervention continuing not
  opportunistic
• Self-directed (content and context)
• Focus on specific outcomes/objectives
• Include a Commitment to Change

82
P1-Personal Learning Plan

• Develop 2 SMART objectives
• Achievable in 5 months
• Objective to increase knowledge
• Achievable in 10 months
• Objective to increase skill or change attitude
• Finish all 5 after workshop, will be discussed at
  focus group

83
Personal Learning Plan
84
P2 CPD Timeline

• Fill in areas as appropriate throughout pilot

85
P2 CPD Timeline (example)
86
Pharmacists Learning Assistance Network

• Continuing education program and certificate
  program database
• Step 1 Select type of program
• Step 2 Select program format
• Step 3 Select program date
• Step 4 Select topic or drug of interest
• http//www.acpe-accredit.org/pharmacists/programs.
  asp

87
PLANAlberta Pilot Reported Results

• Set realistic goals dont be a hero
• Just start
• Write measurable objectives
• Be flexible- add or modify learning objectives
  throughout the year
• Planning is a good thing but unplanned learning
  works too
• May not address all learning objectives in one
  year
• 3-5 goals per year
• Efficient use of time
• If it is written down, you will get it done
• Be creative when identifying learning activities,
  there are lots of learning opportunities

88
PLANAlberta Pilot Reported Challenges

• Difficult to write specific, relevant learning
  objectives
• Setting priorities identifying too many areas
  to learn
• Documenting purpose of the learning objective and
  why specific competencies were selected

89
Continuing Professional Development Cycle
I consider my current and future practice, and
self-assess my professional development needs and
goals.
I develop a Personal Learning Plan to
achieve intended outcomes, based on what and how
I want or need to learn.
I consider the outcomes and effectiveness of each
learning activity and my overall plan, and what
(if anything) I want or need to do next.
I implement my learning plan utilizing an
appropriate range of learning activities and
methods.
In my CPD Portfolio I document important
aspects of my continuing professional
development it is a valuable reference that
supports my reflection and learning.
90
ACT

• Acquire resources identified in personal learning
  plan
• Participate in activities identified in personal
  learning plan
• Dont forget about unplanned / unscheduled
  learning
• Such a learning activity starts at ACT, not
  REFLECT or PLAN but is still part of the CPD
  process
• Frame a learning objective and record on Learning
  Activity Worksheet

91
Resources for Learning Activities

• Participation in hospital rounds
• Certificate training courses
• Conferences
• Degree or diploma programs
• Distance education
• Continuing education
• In-service training
• Teaching
• Technical training
• Workshops

• Internet research and learning
• Involvement in research
• Lectures
• Observation / Shadowing
• Precepting
• Reading relevant journals
• Seminars
• Staff training
• Teleconferences

92
Non-accredited Activities

• Literature search
• Textbooks
• Web course completion
• Observe others
• Practice
• Volunteer on new committees to learn a new area

• Search web for clinical practice guidelines
• Teach pharmacy technicians/interns
• Complete CME, CNE courses
• Review journal articles
• Meet / interview experts

93
Learning Methodologies

• Educational Delivery Methods
• Visual
• Auditory
• Kinesthetic
• Tactile

94
A1- Learning Activity

• Work through each objective
• Cover a variety of learning activities using
  different methodologies (educational delivery
  methods) and include all competency areas
• Not just knowledge

95
A2- CE Log

• Include unscheduled, unplanned learning

96
A3- Practice-based Questions
Log

• Document search strategies that have been used to
  answer questions received in daily practice

97
ACTAlberta Pilot Reported Results

• Participants anticipated that there would not be
  enough CE courses to address their individual
  learning objectives
• Ratio of non-accredited to accredited
• 31
• Complete documentation as soon as possible
  following activity
• Use other resources to keep track of learning
  activity (e.g.PDA)
• Break large projects into smaller pieces
• The more experience in completing documentation
  forms, the easier it gets

98
Continuing Professional Development Cycle
I consider my current and future practice, and
self-assess my professional development needs and
goals.
I develop a Personal Learning Plan to
achieve intended outcomes, based on what and how
I want or need to learn.
I consider the outcomes and effectiveness of each
learning activity and my overall plan, and what
(if anything) I want or need to do next.
I implement my learning plan utilizing an
appropriate range of learning activities and
methods.
In my CPD Portfolio I document important
aspects of my continuing professional
development it is a valuable reference that
supports my reflection and learning.
99
Levels of Evaluation

• Participation
• Satisfaction
• Learning
• Performance
• Organization / Patient outcomes
• Population Health Outcomes

100
EVALUATE

• Leads to reflection completing one CPD cycle and
  initiating a new one
• A continuum of learning
• New plans are designed based on updated learning
  and development needs and goals
• Evaluation to be performed and discussed at 5 and
  10 month focus groups

101
E1 Personal Learning Plan

• Practice evaluation
• Personal learning plan

102
E2 CPD Process

• Practice evaluation
• CPD process

103
Continuing Professional Development Cycle
I consider my current and future practice, and
self-assess my professional development needs and
goals.
I develop a Personal Learning Plan to
achieve intended outcomes, based on what and how
I want or need to learn.
I consider the outcomes and effectiveness of each
learning activity and my overall plan, and what
(if anything) I want or need to do next.
I implement my learning plan utilizing an
appropriate range of learning activities and
methods.
In my CPD Portfolio I document important
aspects of my continuing professional
development it is a valuable reference that
supports my reflection and learning.
104
RECORD REVIEW

• Documentation is integral to each component of
  the learning cycle
• Serves as a record for all your CPD activities
• Is a tool to facilitate achievement of your
  learning objectives and personal learning plan

105
RECORD REVIEW

• Needs to be
• Personal
• User-friendly
• Easily maintained
• Readily accessible
• Dynamic
• Comprehensive
• Standardized
• Electronic or paper-based

106
Chartered Institute of Personnel and Development

• Wherever you are on your development path

prepare to
move
forward
107
Acknowledgements

• Anna Legreid Dopp, Pharm.D. Clinical Assistant
  Professor, University of Wisconsin School of
  Pharmacy Extension Services in Pharmacy
• Alan L. Hanson, Ph.D. Professor and Chair,
  University of Wisconsin School of Pharmacy
  Extension Services in Pharmacy
• Cynthia P. Koh-Knox, Pharm.D., R.Ph. Clinical
  Assistant Professor of Pharmacy Practice,
  Associate Director, Pharmacy Continuing Education
• Randy P. McDonough, Pharm.D., M.S., CGP, BCPS
  Director of Clinical Services / Co-owner
  Towncrest and Medical Plaza Pharmacies, Adjunct
  faculty at The University of Iowa College of
  Pharmacy
• Jennifer Moulton, R.Ph. Senior Vice President,
  Educational Affairs, Iowa Pharmacy Association
• Michael Rouse, B.Pharm (Hons), MPS Assistant
  Executive Director, International Professional
  Affairs, Accreditation Council for Pharmacy
  Education (ACPE)

108
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• Austin Z. et al. Continuous professional
  development a qualitative study of pharmacists
  attitudes, behaviors, and preferences in Ontario,
  Canada. AJPE. 2005 69 (1) Article 4.
• News feature. What makes pharmacists competent?
  PJ. 2004 273779-80.
• Davis N., Willis C. A new metric for continuing
  medical education credit. JCEHP. 2004 24139-44.
• Austin Z. et al. Continuous professional
  development The Ontario experience in
  professional self-regulation through quality
  assurance and peer review. AJPE. 2003 67 (2)
  Article 56.

109
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• Wakefield J. et al. Commitment to change
  statements can predict actual change in practice.
  JCEHP. 2003 2381-93.
• Preparing a health care workforce for the 21st
  century The challenge of chronic conditions
  http//www.who.int/chronic_conditions/workforce_re
  port/en/
• Sectish TC et al. Continuous professional
  development raising the bar for pediatricians.
  Pediatrics. 2002 110152-156.
• Mottram DR et al. Pharmacists engagement in
  continuing education and attitudes towards CPD.
  PJ. 2002 269618-22.
• James D et al. A framework for assessing the
  continuous professional development needs of
  community pharmacists. Pharmacy Education. 2002
  263-68.
• FIP Statement of Professional Standards
  Continuing Professional Development 2002.
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• Council on Credentialing in Pharmacy. Resource
  Document Continuing Professional Development in
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  rg/ccp/cpdprimer.pdf

110
Questions

• Insert State Contacts