Standards for Substantive Equivalency between Continuing Professional Development/Continuing Medical Education (CPD/CME) Accreditation Systems

Regnier, Kate; Campbell, Craig; Griebenow, R.; Smith, Michel; Runacres, Kate; Smith, Amy L.; McMahon, Graham T.

doi:10.1080/21614083.2021.1874644

Cited by 12 publications

(14 citation statements)

References 2 publications

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“…[ 48 ] United States Medical practitioners n/a RQ 4—accreditation n/a Regnier et al [ 33 ] United States Medical practitioners n/a—includes 3 cases RQ 2—type of CPD n/a Regnier et al . [ 43 ] Germany Medical practitioners n/a RQ 4—accreditation n/a a Critical appraisal of the descriptive studies was not possible; however, these have been included as the content is valuable to the topic area …”

Section: Resultsmentioning

confidence: 99%

“…A similar process was used to develop a shared set of international standards for the accreditation of CPD for medical practitioners and health-care teams [ 43 ]. The standards fall into six domains: eligibility and responsibility of the accrediting body, independence and transparency in accredited education, needs assessment used for planning, content validity, quality of educational design, assessment of the impact on the learning/competence of medical practitioners and/or the health status of their patients (see Fig.…”

Section: Research Questionmentioning

confidence: 99%

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Evidence for continuing professional development standards for regulated health practitioners in Australia: a systematic review

Main

Anderson

2023

Hum Resour Health

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Background Health practitioner regulators throughout the world use continuing professional development (CPD) standards to ensure that registrants maintain, improve and broaden their knowledge, expertise and competence. As the CPD standard for most regulated health professions in Australia are currently under review, it is timely that an appraisal of the evidence be undertaken. Methods A systematic review was conducted using major databases (including MEDLINE, EMBASE, PsycInfo, and CINAHL), search engines and grey literature for evidence published between 2015 and April 2022. Publications included in the review were assessed against the relevant CASP checklist for quantitative studies and the McMaster University checklist for qualitative studies. Results The search yielded 87 abstracts of which 37 full-text articles met the inclusion criteria. The evidence showed that mandatory CPD requirements are a strong motivational factor for their completion and improves practitioners’ knowledge and behaviour. CPD that is more interactive is most effective and e-learning is as effective as face-to-face CPD. There is no direct evidence to suggest the optimal quantity of CPD, although there was some evidence that complex or infrequently used skills deteriorate between 4 months to a year after training, depending on the task. Conclusions CPD is most effective when it is interactive, uses a variety of methods and is delivered in a sequence involving multiple exposures over a period of time that is focused on outcomes considered important by practitioners. Although there is no optimal quantity of CPD, there is evidence that complex skills may require more frequent CPD.

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Section: Resultsmentioning

confidence: 99%

Section: Research Questionmentioning

confidence: 99%

Evidence for continuing professional development standards for regulated health practitioners in Australia: a systematic review

Main

Anderson

2023

Hum Resour Health

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“…The WFME guide on the Continuing Professional Development of Medical Doctors offers a broad basis from which to build lifelong learning in health founded on common principles [ 17 ]. A recent article outlining consensus standards on equivalency between Continuing Medical Accreditation Systems brings new dimensions from the perspective of standards for the recognition within lifelong learning for health [ 18 ]. Published standards for professional occupations such as family doctors [ 19 ] and pharmacy [ 20 ] can be the springboard from which to achieve quality education and improved outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…The decisions and policy actions of education leaders will positively or negatively affect learning opportunities, particularly engagement in unstructured informal learning grounded in everyday clinical practice. This approach is becoming more widely accepted by collaborators [ 24 , 25 ], with the distinct logic that a focus on learning outcomes will improve competencies required for practice performance.…”

Section: Introductionmentioning

confidence: 99%

A Changing Landscape for Lifelong Learning in Health Globally

et al. 2023

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On 25 July 2022, the Continuing Professional Development (CPD) Special Interest Group of the Association for Medical Education in Europe came together to open up discussions during a live webinar on ‘ Exploring the Evolution of CPD ’. The objective was to bring together global medical educators to consider perspectives of CPD from the role of global lifelong learners, the role of educators and the role of education providers and health regulators. The landscape of CPD is evolving, and the roles of each key player must include specific actions for facilitated change. Delivering competency outcomes-based learning, fit for purpose, to lifelong learners in health will require (1) learner agency, (2) leadership from educators and (3) providers of lifelong learning to come together to improve delivery of CPD that leads to meaningful change in practice care delivery.

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“…Towards that end, the International Academy for CPD Accreditation (IACPDA) [ 4 ] an international network of CPD leaders has created a framework for substantive equivalency that enables accrediting bodies to formally recognise each other’s systems [ 5 ]. These standards are intended to support the mobility of learners; provide more flexibility, diversity, and choice in education; allow clinicians to access accredited educational activities that are recognised by various CPD accreditation systems; and reduce burdens by enabling clinicians to participate in educational activities that meet multiple professional requirements.…”

Section: Introductionmentioning

confidence: 99%

Vive la Différence: A Comparison of CPD Quality Assurance Systems in France and The United States

Depaigne-Loth¹,

Poirat²,

Natali³

et al. 2022

Journal of European CME

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Offering relevant, evidence based continuing professional development (CPD) to ensure the continued competence of health professionals is a universal concern. This concern will become even more crucial in a world facing global health threats and in a context of internationalisation of learning environments. While accrediting systems (i.e. external quality assurance systems for CPD) share a common goal to promote high quality CPD, each system is shaped by national history and contexts. An international movement is working to enhance the convergence of accrediting principles and processes. One of the first steps is to know and understand each other. This article serves this goal by offering a descriptive comparison of two seemingly different CPD quality assurance systems – in France and in the USA of America. The descriptions were developed by members of the accrediting bodies in both countries. The main finding of this descriptive study is that, despite stark differences in historical contexts and governance schemes, both regulators share principles of quality and independence of CPD and have endorsed a leadership role in promoting effective strategies, including interprofessional continuing education and practices. The commonalities of goals and values revealed in the study support the efforts of the International Academy for CPD Accreditation related to the globalisation of both health issues and learning environments.

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Standards for Substantive Equivalency between Continuing Professional Development/Continuing Medical Education (CPD/CME) Accreditation Systems

Cited by 12 publications

References 2 publications

Evidence for continuing professional development standards for regulated health practitioners in Australia: a systematic review

Evidence for continuing professional development standards for regulated health practitioners in Australia: a systematic review

A Changing Landscape for Lifelong Learning in Health Globally

Vive la Différence: A Comparison of CPD Quality Assurance Systems in France and The United States

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