Continuing professional development systems for medical physicists: A global survey and analysis

Abstract

Continuing professional development (CPD) and continuing professional education (CPE) are seen as being necessary for medical physicists to ensure that they are up-to-date with current clinical practice. CPD is more than just continuing professional education, but can include research publication, working group contribution, thesis examination and many other activities. A systematic way of assessing and recording such activities that a medical physicist undertakes is used in a number of countries. This can be used for certification and licensing renewal purposes. Such systems are used in 27 countries, but they should be implemented in all countries where clinical medical physicists are employed. A survey of the CPD systems that are currently operated around the world is presented. In general they are quite similar although there are a few countries that have CPD systems that differ significantly from the others in many respects. Generally they ensure that medical physicists are kept up-to-date, although there are some that clearly will fail to achieve that. An analysis of what is required to construct a useful medical physics CPD system is made. Finally, the need for medical physicist professional organizations to cooperate and share in the production and distribution of CPD and CPE materials is emphasized.

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

“…In summary, the literature suggests a need of CPD activity variety 43 . CPD should include a mixture of course accredited CPD and other forms of CPD 48 however, all stakeholders must recognise flexibility and provision of a suitable 'space'.…”

“…There is some debate in the literature between knowledge and skills versus competence. Knowledge and skills in isolation are not a useful benchmark for understanding and articulation into practice 34,36,42,43 . Radiographers should seek excellence and high standards which are well above requirement or threshold (not just certain amounts of credits for example 36 ).…”

“…Neither system is infallible with literature supporting and highlighting the evident shortcomings of each 31,40,42,43,47,48 . CPD quantification systems have a failing in that they only measure CPD participation not output or even better knowledge translation 43 . Austin 42 argued that the evidence on which credit based models of CPD are founded are ambiguous at best.…”

“…Nevertheless, there is considerable evidence in the literature that the vast majority of countries advocate a credit based model 31,42,43,48 . Proponents of this format of CPD argue its transferability and ease of benchmarking 43 . What can be derived from the discourse is that regardless of the models, learners must attempt to articulate learning into a meaningful measure in practice.…”

“…Multi-modal CPD activity is documented 34,36,43,50,52,54,55,56 and cited as good practice including (this list not exhaustive); reflection, workshops, patient testimonials, service user testimonials, courses, study days, Higher Education Institution (HEI) accredited learning, research and audit. Benefits have been cited in the literature in having several modes of CPD activity running alongside one another for better learning outcomes 47,56 .…”