The terms Continuing Medical Education (CME) and CPD have been used interchangeably in most of the countries. CPD is open to many interpretations and the term CME differs from CPD. However, there seems to be a lot of overlapping in the way CME and CPD are defined by the accreditation bodies. The regional guidelines on CME/CPD paper published by the WHO, define CPD as follows. "CPD is beyond clinical update, includes wide-range of competencies like research and scientific writing, multidisciplinary context of patient care, professionalism and ethical practice, communication, leadership, management and behavioural skills, team building, information technology, audit, and appropriate attitudinal change to ensure improved patient service and research outcomes and attainment of the highest degree of satisfaction by stakeholders. The ultimate goals of the programme are to reassure patients and the public that doctors remain competent, confident and compassionate throughout their career and to augment patient care outcome and satisfaction by setting standards for good medical practice" (WHO, 2010, p.1). CME is updating clinical knowledge only. Thus, CME is a component of CPD and CPD involves a wide range of skills required for medical practice. 2 Professor,

Introduction: CPD activities are provided by various organizations in Sri Lanka and a wide variation is observed. However, it is crucial to have a common CPD framework to be utilized by every CPD organizing body.Objective: The aim of this study is to develop a CPD provision framework and CPD provision model for Sri Lankan grade medical officers.Methodology: A conceptual model was constructed to enable the effective CPD provision to Grade Medical Officers (GMOs) in Sri Lanka, using baseline information on lifelong learning and CPD practices of GMOs in the Central Province and views from island wide CPD leads. Subsequently, a 15 item CPD provision -framework and the conceptual model was developed. As a next step, feasibility to implement the proposed framework was assessed among the selected CPD leads through a semi-structured interview. Finally, the modified CPD provision framework and the CPD provision model for Sri Lanka were finalized. Results:In the CPD provision model, Physicians, CPD providers and Accreditation bodies were identified as key responsible entities while identification of learning needs, proper planning, mechanism for action and evaluation were identified as main steps for effective CPD provision. CPD leads were unanimous on the need for structured CPD programs. Eight of 15 items in the proposed CPD provision framework were accepted by all the interviewed CPD leads. Conclusions:Since the draft version of the CPD provision framework received high level of acceptance, the Ministry of Health should take the lead in developing it further as well as take measures to regularize CPD among doctors.

Purpose: Since the coronavirus disease 2019 pandemic is an opportune time to introduce the value-added roles of medical students, this study assessed medical students' perceptions and willingness to assist in COVID-19 health sector preparedness and response via value-added roles in Sri Lanka. Methods: A cross-sectional online survey was conducted among all medical students studying in six batches of the Faculty of Medicine and Allied Sciences, Rajarata University of Sri Lanka, in June 2020. A Google form in English with 10 statements about individual perceptions of medical students' roles and their willingness to assist in the COVID-19 health sector response via value-added roles was used to collect data. The responses were recorded on a five-point Likert scale. The chi-squared test for independence was used to explore the associations between the academic year and the responses to each statement. Results: Out of 856 (response rate 79.6%) study participants, the majority were females (n=601, 70.2%). The majority (n=804, 93.9%) reported that they have a responsibility to contribute to the country's COVID-19 health sector response. There was a statistically significant association between medical students' perceived level of clinical knowledge, having the clinical skills to assist in the COVID-19 health sector response and academic year (p<0.001). The commonly identified value-added roles were developing (n=770, 89.9%) and disseminating (n=744, 86.9%) health education messages, and field contact tracing activities (n=653, 76.3%). Other value-added roles were assisting the curative health sector in COVID-19 patient management (n=380, 44.4%) and other non-COVID-19 patient management (n=463, 54.1%). Conclusion:Medical students are mostly willing to engage in preventive health sector value-added roles and, to a lesser extent, in curative health sector value-added roles during the COVID-19 outbreak. However, medical educators need to clearly define the value-added roles and provide adequate training and supervision for medical students across academic years to enable them to combine learning with making meaningful contributions to the health-care system during the COVID-19 pandemic.

Introduction: Baseline information on lifelong learning and CPD activities of Grade Medical Officers (GMOs) are essential to develop CPD provision guidelines. The aim of this study was to find out baseline information on lifelong learning and CPD activities of GMOs. Method: A complementarity design was used to collect baseline information regarding lifelong learning and CPD activities of GMOs. Data were collected from grade medical officers and CPD leads. A tailor made questionnaire was used to collect data from 422 GMOs representing different hospital categories in the Central Province. Island wide CPD leads (38) were inquired on organization of CPD for doctors through a semi structured interview. The frequencies were calculated for quantitative data and qualitative data were analysed by means of content analysis. Results: A vast majority of GMOs (98%) perceived CPD as a requirement although around 50% were willing to undertake mandatory CPD. The preferred learning methods of the GMOs' were reading (21.0%), work based learning (17.5%), problem solving approach (16.9%) and interactive approach (14.9%) respectively. The most prominent among the revealed 27 recently practiced learning methods were, "discussing with seniors" (40.4%), "reading" (27.1%) and "e learning" (15.4%). Learning needs of GMOs seem to be averagely addressed in major hospitals while it is reported to be poorly addressed in peripheries. The majority of the CPD organizing bodies indicated that they were not that satisfied with the CPD activities provided by them and it also revealed that structured CPD activities through needs analysis with proper planning and feedback are yet to be developed in Sri Lanka. Issues of funding, lack of resources, lack of motivation and poor support from the higher authorities were identified as challenges for CPD provision. Conclusions: GMOs' perceive CPD as a dire need, most preferred learning methods and their practiced learning methods rely so much on immediately available learning resources, which have characteristics of familiarity, applicability and accessibility. The majority of CPD organizing bodies in Sri Lanka is yet to establish an objective driven plan for CPD.

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