Categorising the broad impacts of continuing professional development: a scoping review

Abstract

Context A number of systematic reviews have evaluated the impacts of continuing professional development (CPD). These reviews, due to their focused nature, may fail to capture the full range of impacts of CPD. This scoping review aims to explore the broader impacts of CPD with the intention of developing a categorisation of the types of impact of CPD. Methods The authors searched MEDLINE, CINAHL and ERIC databases for studies published between 2007 and 2017 that looked at the impacts of formal CPD programmes for all health professionals. Studies were independently screened for eligibility; one reviewer charted data for all included studies, a sample of 10% was reviewed by a second reviewer. The charted data were analysed using both qualitative and quantitative content analysis. Results The search returned 2750 manuscripts; 192 manuscripts describing 191 studies were included in this review. Most articles were from the USA (78 studies, 41%) and included medical doctors in the population (105 studies, 55%). Twelve categories of impact were generated through conventional content analysis: knowledge, practice change, skill, confidence, attitudes, career development, networking, user outcomes, intention to change, organisational change, personal change and scholarly accomplishments. Knowledge was most commonly measured (103 studies, 54%), whereas measurement of scholarly accomplishments was the least common (10 studies, 5%). Conclusions Existing evidence takes a narrow view when assessing the impacts of CPD. Emphasis on measuring impacts as knowledge, behaviour, confidence, skills and attitudes may be due to the widely accepted four levels of evaluation from the Kirkpatrick Model or because the majority of studies used quantitative methods. The categories proposed in this review may be used to capture a broader view of the impacts of CPD programmes, contributing to the evidence base for their value and translating into CPD programmes that truly transform health professionals, their careers and their practice.

Establishment of consensus on content and learning objectives for an interprofessional education in childhood cancer: a Delphi survey

“…Content analysis can be a challenging process with a risk of losing information and the presence of analytical bias. 32 To avoid bias, five authors read and discussed the 386 statements in three steps before formulating the interprofessional learning objectives.…”

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

“…In considering these goals, Allen et al. used a scoping review to provide a thoughtful analysis of the need to expand beyond traditional outcomes (what physicians are able to know, do or perform) by including measurements of how CPD programmes ‘develop professional relationships and personal and professional qualities’ . These additional measures are supported in part by competency frameworks that embrace physicians’ ability to work effectively with members of health teams, serve as effective advocates for system change, grow in their understanding and ability to demonstrate professionalism, and promote personal health and well‐being.…”

“…It is important to explore a call to expand the ‘types of impact that can result from CPD’ in the context of the broader CPD literature. Since 1977, 39 systematic reviews on the effectiveness of formal CPD have been published .…”

“…In addition to Allen et al. 's exploration of broadening the measured outcomes of CPD programmes, we present four strategies to enhance CPD's ability to improve performance and health outcomes that matter to patients, communities and the health system.…”

“…Although Allen et al . included studies that investigated a range of health care professionals, they only peripherally identified outcomes related to teams as subcategories of their major themes.…”