Categorising and enhancing the impacts of continuing professional development to improve performance and health outcomes

Campbell, Craig; Lockyer, Jocelyn

doi:10.1111/medu.13995

Cited by 7 publications

(6 citation statements)

References 13 publications

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“…The paramedics in this study agreed that financial cost could be a barrier, however some also defined cost as meaning more than a financial liability. The intangible concept of cost is described in the literature to include broader implications including time, personal burden, stress and associated professional challenges (2,5,6). Cost was echoed by paramedics who discussed how their families had been, at times, impacted negatively by their decisions to undertake postgraduate study or attend CPD events.…”

Section: Discussionmentioning

confidence: 99%

“…For the purposes of this study, CPD was defined as formal or informal learning activities or opportunities that can be linked to the provision of a gold standard of patient care, practitioner professionalism and/or competence, and clinical advancement (1). The wider health literature demonstrates benefits in moving the focus of CPD from mandated activities to an intervention that facilitates filling professional performance gaps of the learner (2). Shifting this focus highlights the subtle differences between CPD and life-long learning (LLL).…”

Section: Introductionmentioning

confidence: 99%

“…Shifting this focus highlights the subtle differences between CPD and life-long learning (LLL). Often, the goal of CPD is to support the practitioner to develop competencies and navigate any professional challenges they may encounter within their discipline (2)(3)(4)(5)(6)(7). LLL is also linked to practitioner competence, however it is a philosophy that supports professional growth, and encompasses broader concepts such as quality improvement and professionalism (1,(8)(9)(10).…”

Section: Introductionmentioning

confidence: 99%

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Facilitators, Barriers and Motivators of Paramedic Continuing Professional Development

Hobbs

Devenish

Long

et al. 2021

Australasian Journal of Paramedicine

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Introduction As registered health professionals, Australian paramedics are required to abide by professional registration standards including the maintenance of continuing professional development (CPD). The broader health literature identifies facilitators, barriers and motivators for engaging in CPD, however the body of knowledge specific to paramedicine is weak. This research seeks to address this gap in the paramedicine body of knowledge. Methods This study adopts a constructivist grounded theory methodology. Data were collected through semi-structured interviews, and analysed using first and second cycle coding techniques. Paramedics from various state-based Australasian ambulance services and private industry (N=10) discussed their experiences specific to their attitudes, perceptions and engagement about CPD. Results Paramedic CPD goes beyond the traditional approach to mandatory training. Paramedics are motivated by factors such as modality of delivery, professional expectations, clinical/professional improvement and, sometimes, fear. Facilitators included organisational support, improved clinical knowledge, practitioner confidence, self-directed learning opportunities and perceived relevance of content. Barriers include cost, workload/fatigue, location, rostering, lack of incentive to engage, lack of employer support and technological problems. Conclusion By understanding what facilitates or motivates engagement in CPD activities, paramedics can navigate their CPD in conjunction with regulatory requirements. Although paramedics report some similar experiences to other health professionals, there are nuances that appear specific to the discipline of paramedicine. Of interest, a unique finding related to fear influencing paramedic CPD engagement. The results of this study informs paramedic employers and paramedic CPD providers with insights to assist in the development of positive CPD experiences and interactions.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Facilitators, Barriers and Motivators of Paramedic Continuing Professional Development

Hobbs

Devenish

Long

et al. 2021

Australasian Journal of Paramedicine

View full text Add to dashboard Cite

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“…Exploring what researchers attend to, provides some insight into what is prioritized in CPD-based assessment. This has included, for example, a focus on supporting systems, such as maintenance of certification or revalidation processes, 28,41 as a means of supporting competency-based CPD, 11,42 or to improve quality by overcoming selfassessment challenges. 43,44 Others have focused on descriptions of the types of assessments clinicians participate in, 14,15,45 and how to improve assessment activities (eg, rater performance), 46 standard setting, 47 or on the differences that modalities offer (eg, multiple methods, simulation).…”

Section: Assessment In Cpdmentioning

confidence: 99%

Recasting Assessment in Continuing Professional Development as a Person-Focused Activity

Toews,

Pearce,

Tavares

2023

J Contin Educ Health Prof

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In this article, we examine assessment as conceptualized and enacted in continuing professional development (CPD). Assessment is pervasive throughout the life of an individual health professional, serving many different purposes compounded by varied and unique contexts, each with their own drivers and consequences, usually casting the person as the object of assessment. Assessment is often assumed as an included part in CPD development conceptualization. Research on assessment in CPD is often focused on systems, utility, and quality instead of intentionally examining the link between assessment and the person. We present an alternative view of assessment in CPD as person-centered, practice-informed, situated and bound by capability, and enacted in social and material contexts. With this lens of assessment as an inherently personal experience, we introduce the concept of subjectification, as described by educationalist Gert Biesta. We propose that subjectification may be a fruitful way of examining assessment in a CPD context. Although the CPD community, researchers, and educators consider this further, we offer some early implications of adopting a subjectification lens on the design and enactment of assessment in CPD.

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“…32,33 The impact on clinician performance and patient outcomes is less clear, which has driven a need to explore the complexity of how system-level factors influence learning processes and the translation of knowledge into practice. [33][34][35] One proposed solution is to incorporate concepts, perspectives, and tools from fields with a process orientation (such as quality improvement [QI]) to help identify required changes in practice at the individual (agency) and organizational (structure) levels. [36][37][38][39] As indicated above, such fields rest on the core concepts of modern social theory-agency, structure, and system.…”

Section: How Do Ce Framework Conceptualize Context?mentioning

confidence: 99%

Rethinking Context in Continuing Professional Development: From Identifying Barriers to Understanding Social Dynamics

Wong,

Kitto

2023

J Contin Educ Health Prof

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Introduction: For continuing professional development (CPD) to reach its potential to improve outcomes requires an understanding of the role of context and the influencing conditions that enable interventions to succeed. We argue that the heuristic use of frameworks to design and implement interventions tends to conceptualize context as defined lists of barriers, which may obscure consideration of how different contextual factors interact with and intersect with each other. Methods: We suggest a framework approach that would benefit from postmodernist theory that explores how ideologies, meanings, and social structures in health care settings shape social practices. As an illustrative example, we conducted a Foucauldian discourse analysis of diabetes care to make visible how the social, historical, and political conditions in which clinicians experience, practice, and shape possibilities for behavior change. Results: The discursive construction of continuing education as a knowledge translation mechanism assumes and is contingent on family physicians to implement guidelines. However, they enact other discursively constituted roles that may run in opposition. This paradoxical position creates a tension that must be navigated by family physicians, who may perceive it possible to provide good care without necessarily implementing guidelines. Discussion: We suggest marrying “framework” thinking with postmodernist theory that explores how ideologies, meanings, and social structures shape practice behavior change. Such a proposed reconceptualization of context in the design of continuing professional development interventions could provide a more robust and nuanced understanding of how the dynamic relationships and interactions between clinicians, patients, and their work environments shape educational effectiveness.

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Categorising and enhancing the impacts of continuing professional development to improve performance and health outcomes

Abstract: Campbell and Lockyer suggest that future CPD research and practice can be improved through consideration of learning and integrative science, interprofessional teams, and drawing a distinction between activities and interventions.

Cited by 7 publications

References 13 publications

Facilitators, Barriers and Motivators of Paramedic Continuing Professional Development

Facilitators, Barriers and Motivators of Paramedic Continuing Professional Development

Recasting Assessment in Continuing Professional Development as a Person-Focused Activity

Rethinking Context in Continuing Professional Development: From Identifying Barriers to Understanding Social Dynamics

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