Continuing professional development (CPD) in radiography: A collaborative European meta-ethnography literature review

Wareing, Amy; Buissink, C.; Harper, Doreen C.; Olesen, Marianne Gellert; Soto, Mauricio; Braico, Stefano; Laer, Philippe Van; Gremion, Isabelle; Rainford, Louise

doi:10.1016/j.radi.2017.05.016

Cited by 32 publications

(17 citation statements)

References 43 publications

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“…What matters is that such development is characterized as a growing process of awareness and mastery of know-how at work. This is evidenced in different researches that point to reflective practice as an important element for professional development processes [26,27]. Therefore, in addition to promoting training and development events for specific activities, leaders should encourage a critical and reflective vision in their respective work teams with a deliberately planned direction.…”

Section: Resultsmentioning

confidence: 99%

“…In this broader view of the professional development process, it stems from formal or informal learning actions [18], being directly related to career progression [11]. Thus, the concept of professional development encompasses a variety of practices, such as: activities in scientific societies [19]; training processes, including acting as supervisor, coach, or leader (mentoring and monitoring of actions to students, subordinates, or new professionals) [20]; training and strategies for systematized and informal learning for skills development [16,21,22]; in-service training [5,23]; participation in communities of practice [24,25]; participation in processes of continuous professional development [5,26]; peer collaboration mediated by technological resources [27,28]; mentoring programs [29]; and specific leadership development programs [10,30].…”

Section: Professional Developmentmentioning

confidence: 99%

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The Role of Leadership in the Professional Development of Subordinates

Mourão¹

2018

Leadership

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Professional development is relevant for the workers themselves, for the organizations, and, in a more macro view, also for the countries. In this sense, this chapter aims to discuss the influence of leadership in the professional development of subordinates, pointing out the importance of leadership performance. To achieve this goal, research results are presented on the relationship between leadership and professional development of subordinates. Research in the field shows that professional development is directly related to the day-to-day activities of workers and should be part of a broader process of continuous learning, which results both from formal and informal learning actions. The debate proposed for this chapter considers that professional development is more directly related to the combination of cognitive, affective, and behavioral processes that involve learning than the specific results of certain formal or informal learning actions. Thus, we discuss how the relations established with the leadership in the work environment can influence the professional development of the subordinates besides the type of learning provided to the workers. This discussion can shift the focus of research-currently centered on learning modes-to a focus on leadership practices for skills development and the consequent career progression of subordinates.

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Section: Resultsmentioning

confidence: 99%

Section: Professional Developmentmentioning

confidence: 99%

The Role of Leadership in the Professional Development of Subordinates

Mourão¹

2018

Leadership

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“…Findings in this area concur with many studies narrating the benefits of using technology in lifelong learning activities among adults. For instance, Wareing et al (2017) suggested that technology in CPD has the capacity to promote collaborative learning on a hospital inter-department levels and has the potential to provide additional learning spaces in case of practice shift from classroom-based to e-based platforms. Considering that most healthcare providers seem time-lacking in pursuing continuous learning in CPD activities (Ikenwilo and Skåtun 2014), remote learning through asynchronous mode using technology is a promising field.…”

Section: Discussionmentioning

confidence: 99%

Technagogy-enhanced continuing professional development (CPD) for health professionals: design and evaluation

et al. 2021

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Due to the changing needs and technological advancement in the twenty-first century, "technagogy" or the arts and science of teaching with technology has emerged as an underexplored opportunity in the continuing professional development (CPD). However, little is known on how to develop and evaluate a technagogy-enhanced CPD for health professionals. A mixed-methods study was utilized to generate wellgrounded curriculum and evaluation frameworks that integrate technagogy and outcomes-based teaching and learning in CPD. The CPD evaluation of the implemented learning program revealed that a technagogy-enhanced CPD could lead to excellent and effective written, supported, taught, tested, and learned curriculum aspects. The designed frameworks can guide the theory, practice, research, and policy of CPD program development and evaluation.

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“…We found a clear shift away from quantitative, time-serving models towards outcomes-focused ones. (62) in their review of literature relating to radiography, detected that although many countries still use CPD credits/points/hours, there is a move towards the inclusion of outcomes-based elements and a more reflective-based approach.…”

Section: Discussionmentioning

confidence: 99%

Tackling the challenge of the impact of continuing education: An evidence synthesis charting a global, cross‐professional shift away from counting hours

Bullock

Kavadella

Cowpe

et al. 2020

Eur J Dental Education

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IntroductionHealth professionals worldwide are required to maintain their knowledge and skills through continuing education. However, there is limited evidence that the accumulation of hours of educational activity enhances practice. The aim of this study was to review evidence of the impact of continuing professional development (CPD), best educational practice and new models of CPD requirements.MethodsWe conducted a rapid evidence synthesis, reviewing literature and websites on continuing education for healthcare and non‐healthcare professionals.ResultsWe extracted data from 184 publications. Evidence of changed practice and improved patient care is uncommon in studies of CPD. What evidence there is suggests that activities are more likely to have impact if a combination of methods is used and if they are aligned with learning needs. Impact is also affected by the learner and their work environment. In terms of CPD requirements, we identified three models: input‐based; outcomes‐based and mixed models. We found a clear shift from quantitative, time‐serving, input‐models to outcomes‐focused models which emphasise the identification of learning needs, selection of educational activity relevant to practice and reflection on practice improvement. Across a range of professions, recently updated CPD regulations no longer require registrants to accumulate CPD hours/points/credits.ConclusionOutcomes‐based models support registrants’ engagement in relevant, meaningful CPD which holds greater potential to positively impact on practice and strengthen patient safety. In funding this study, the UK General Dental Council exemplifies its commitment to reviewing its CPD requirments.

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Continuing professional development (CPD) in radiography: A collaborative European meta-ethnography literature review

Cited by 32 publications

References 43 publications

The Role of Leadership in the Professional Development of Subordinates

The Role of Leadership in the Professional Development of Subordinates

Technagogy-enhanced continuing professional development (CPD) for health professionals: design and evaluation

Tackling the challenge of the impact of continuing education: An evidence synthesis charting a global, cross‐professional shift away from counting hours

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