Continuing Professional Development Courses Research Articles

Validation of the Learner Engagement Instrument for Continuing Professional Development.

Learner engagement is the energy learners exert to remain focused and motivated to learn. The Learner Engagement Instrument (LEI) was developed to measure learner engagement in a short continuing professional development (CPD) activity. The authors validated LEI scores using validity evidence of internal structure and relationships with other variables. Participants attended 1 of 4 CPD courses (1 in-person, 2 online livestreamed, and 1 either in-person or livestreamed) in 2018, 2020, 2021, and 2022. Confirmatory factor analysis was used to examine model fit for several alternative structural models, separately for each course. The authors also conducted a generalizability study to estimate score reliability. Associations were evaluated between LEI scores and Continuing Medical Education Teaching Effectiveness (CMETE) scores and participant demographics. Statistical methods accounted for repeated measures by participants. Four hundred fifteen unique participants attended 203 different CPD presentations and completed the LEI 11,567 times. The originally hypothesized 4-domain model of learner engagement (domains: emotional, behavioral, cognitive in-class, cognitive out-of-class) demonstrated best model fit in all 4 courses, with comparative fit index ≥ 0.99, standardized root mean square residual ≤ 0.031, and root mean square error of approximation ≤ 0.047. The reliability for overall scores and domain scores were all acceptable (50-rater G-coefficient ≥ 0.74) except for the cognitive in-class domain (50-rater G-coefficient of 0.55 to 0.66). Findings were similar for both in-person and online delivery modalities. Correlation of LEI scores with teaching effectiveness was confirmed (rho=0.58), and a small correlation was found with participant age (rho=0.19); other associations were small and not statistically significant. Using these findings, we generated a shortened 4-item instrument, the LEI Short Form. This study confirms a 4-domain model of learner engagement and provides validity evidence that supports using LEI scores to measure learner engagement in both in-person and livestreamed CPD activities.

What Types of Continuing Professional Development Training Courses Do Healthcare Assistants Employed in Community Care Settings Think Should Be Conducted Face-To-Face or Online?

Aim: This study was undertaken to explore what types of continuing professional development (CPD) clinical training courses Healthcare Assistants think should be conducted by face-to-face or online methods. Methodology: A purpose-built piloted questionnaire was utilised to collect data. A total of 71 completed questionnaires were included in the data analysis. The participants were all consenting adults aged between 20 - 61 years. Results: The face-to-face learning method was thought of as the preferred method by 45/71 (63%) of the participants while 9/71 (14%) of the participants thought of online learning as their preferred method. Interestingly, 17/71 (23%) thought of blended learning as their preferred method. Among 20 popular CPD courses, participants preferred 16/20 (80%) for the face-to-face training method and 3/20 (15%) of the courses for online training methods. There was an equal preference for 1/20 (5%) course. Conclusion: The face-to-face training/learning method remains the dominant preference for HCAs, but online training/learning is gaining popularity, especially among younger computer-literate learners. A blend of the two methods may satisfy proponents of traditional teacher-centric training/learning styles on one hand and those supporting digitally aided student-centric training/learning on the other.

Impact of Educational Activity Formats, Online or In-Person, on the Intention of Medical Specialists to Adopt a Clinical Behaviour: A Comparative Study

ABSTRACT COVID-19 accelerated continuing professional development (CPD) delivered online. We aimed to compare the impact of in-person versus online CPD courses on medical specialists’ behavioural intentions and subsequent behaviour. In this comparative before-and-after study, medical specialists attended in-person courses on nine clinical topics. A second group attended an adapted online version of these courses. Behavioural intention and its psychosocial determinants were measured before and immediately after the courses. Behaviour change was measured six months later. Generalised estimating equation (GEE) models were used to compare the impact of course formats. A total of 82/206 in-person registrants (mean age: 52±10 years; 50% men) and 318/506 on-line registrants (mean age: 49±12 years; men: 63%) participated. Mean intention before in-person courses was 5.99±1.31 and 6.43±0.80 afterwards (average intention gain 0.44, CI: 0.16–0.74; p=0.003); mean intention before online courses was 5.53±1.62 and 5.98±1.40 afterwards (average intention gain of 0.45, CI: 0.30–0.58; p<0.0001). Difference in intention gain between groups was not statistically significant. Behaviour reported six months later was not significantly associated with post-course intention in either group. However, the intention difference increased significantly among those who said they had adopted the targeted behaviour (paired wilcoxon test: n = 40 and p-value=0.002) while it did not increase significantly in the group of those who had not adopted a targeted behaviour (paired wilcoxon test: n = 16 and p-value=0.223). In conclusion, the increase in intention of specialists after CPD courses was similar whether the course was in-person or online. Also, an increase in intention in both groups signalled more likelihood of adoption.

Knowledge, usability and challenges of e-learning platforms for continuing Professional Development of healthcare professionals at University Teaching Hospital of Kigali

BackgroundHealthcare professionals constitute a critical component of clinical care services. To provide the expected service, they must continuously develop their profession through continuous learning. This kind of learning is recognized as continuing professional development (CPD). Traditionally, CPD is offered onsite. Onsite training is associated with some barriers that prevent healthcare professionals from attending such educational activities, including financial difficulties and long distance. This is why online learning is proposed to overcome these barriers.ObjectiveThe main purpose was to evaluate usability, knowledge and challenges of e-learning platforms for CPD of healthcare professionals at University Teaching Hospital of Kigali (CHUK).MethodsThe cross-sectional quantitative study approach was utilized; the data was collected at the workplace of nurses, midwives, and allied health professionals by using a pre-designed questionnaire. The data were analyzed using Statistical Package for the Social Sciences (SPSS) version 25 and presented as frequencies.ResultsA significant majority was aware of CPD e-learning platforms. For example, 95.7% of the participants were familiar with these platforms, indicating that they had some degree of knowledge about their existence and purpose. Regarding the mode of accessing CPD courses, 82.1% of participants preferred online platforms, demonstrating a strong will to use e-learning platforms.ConclusionThis study highlighted a high level of awareness and utilization of CPD e-learning platforms among healthcare professionals at CHUK, additionally, participants expressed confidence in using the platforms but emphasized the need for further support and training.

National Continuing Professional Development (CPD) training needs of pharmacists in Ethiopia

BackgroundContinuing Professional Development (CPD) in pharmacy is a lifelong learning approach whereby individual pharmacists are responsible for updating and broadening their knowledge, skills, and attitudes. This is vital to ensure the delivery of high-quality patient care services. However, there is a lack of available data revealing the CPD needs of Ethiopian pharmacists. Thus, the objective of this study was to identify CPD training needs of pharmacists practicing in Ethiopia.MethodsAn institution-based cross-sectional study design with a quantitative approach was employed in this study. This assessment involved 640 pharmacists representing various sectors of the profession. Data were collected through a combination of an online platform and a face-to-face questionnaire administered in person.ResultA total of 634 participants completed and returned the questionnaires, resulting in an impressive response rate of 99.1%. A significant majority (74.1%) of the participants possessed bachelor’s degree in pharmacy (B. Pharm). Pharmaceutical Logistics and Pharmacy administration was preferentially selected as a prior CPD course by 36% of participants, of them while Pharmacotherapy (17%), Leadership/Governance (13%), Community Pharmacy (12%), Research and Development (11%) were also the subsequent top choices by participants. Off-site face-to-face lectures (59.2%), Hybrid (face-to-face + e-learning) (54.8%), and on-site on-the-job training (45.5%) were the most convenient means of CPD course delivery. On the other hand, the participants least favored print-based or correspondence programs for CPD course delivery.ConclusionsCPD holds great importance in the professional lives of pharmacists. It is critical for pharmacists, CPD providers, and those responsible for accrediting CPD programs to recognize the specific CPD requirements, preferred methods of delivery, and obstacles involved. This understanding is vital for establishing priorities and effectively planning CPD activities. In light of this, our study identified the most preferred CPD training courses and convenient delivery methods for pharmacists in Ethiopia. We recommend that CPD providers and accrediting bodies in Ethiopia refer to our findings when approving CPD courses.

Capoeira as a critical pedagogy tool in physical education: from a continuing professional development program to the classroom

ABSTRACT Background In this globalized world with a predominantly Eurocentric/androcentric approach to physical education (PE) teaching, there is a need to broaden school curricula from a critical, decolonizing approach. Capoeira is a manifestation of Afro-Brazilian popular culture combining dance, fight, and play that has historical links to slavery. Because it is removed from the hegemonic culture of sport and physical activity, it can be used to develop critical pedagogy through movement and corporeality. Teachers, however, must be equipped with the necessary skills and knowledge to implement this critical approach in their curricula. A team of researchers at the National Institute of Physical Education of Catalonia (INEFC) developed a continuing professional development (CPD) course to introduce PE teachers to the history and potential of capoeira as a socio-critical pedagogical tool. Purpose To explore the opportunities and challenges that capoeira brings as a pedagogical tool for addressing social issues as perceived by PE teachers who took a CPD course on capoeira (Capoeira-CPDC). Methodology This study was divided into two phases: an initial phase analyzing the TTC on capoeira as a pedagogical tool for PE taken by 12 PE teachers and a second phase analyzing the transfer of knowledge by a primary and a secondary school teacher from the same school who participated in the course. Data were collected via participative and non-participative observation with analysis of diary entries made by the lead researcher-teacher educator, the 12 teachers who participated in the Capoeira-CPDC in phase 1, and the two teachers who incorporated capoeira into their PE classes in phase 2; answers to the course feedback form; and transcripts from a semi-structured interview held with the two teachers who taught capoeira. Results The Capoeira-CPDC and subsequent incorporation of capoeira into primary and secondary school PE classes showed a wide array of benefits and limitations that this practice can offer in terms of addressing social justice, interculturality, and coeducation issues. The socio-critical pedagogical model employed in the Capoeira-CPDC, which focused on both the technical aspects of capoeira and the historical and cultural significance of the movements involved, fostered active-reflective thinking among the participating teachers. Certain challenges, however, were observed in the second phase of the study, in particular difficulties dealing directly with the subject of slavery in PE classes, a romantic-assimilation-based vision of physical activity and sport as an intercultural tool, and gender-role stereotyping by teachers. Conclusion This study highlights the potential of capoeira as a pedagogical tool for addressing social justice, interculturality, and coeducation issues from a socio-critical approach. It also highlights potential difficulties in the classroom and the importance of addressing social justice issues in PE teacher CPD courses and facilitating tools to work on cultural diversity and gender belief systems.

Shared continuing professional development courses and financial statement comparability

Although the benefits of financial statement comparability have been studied extensively, less is known about its determinants. This study examines how accounting education during the continuing professional development (CPD) stage helps improve comparability by leveraging the unique arrangement of CPD activities for non-practising certified public accountants (CPAs) in China. We argue that CPAs who attend the same CPD courses acquire similar interpretations and practising modes of accounting standards, which then systematically influence their practices. The empirical results show that two firms headquartered in provinces that employ the same CPD course supplier exhibit higher accounting comparability. Furthermore, this effect is stronger when the two firms have more CPAs in top management teams and/or have experienced the same education for a greater number of years. Finally, we consider the staggered adoption of CAS 14 (an equivalent of IFRS 15), during which initial professional development had a limited role, and find that firms that switched to the new standard provide accounting information that is more comparable if they share the same course supplier. Our findings shed light on the role of continuing accounting education in shaping accounting practices and deepen our understanding of how accounting comparability is achieved.

Video-Based (Livestream) and In-Person Continuing Professional Development: Participant and Course Features Associated With Choice.

Information on factors influencing learner choice between in-person and video-based continuing professional development (CPD) would help course leaders with planning and implementation. This study aimed to investigate how registration patterns differ between in-person and video-based offerings for the same CPD course. The authors obtained data from 55 CPD courses offered in-person (at various U.S. locations) and via livestreamed video, January 2020 to April 2022. Participants included physicians, advanced practice providers, allied health professionals, nurses, and pharmacists. Registration rates were compared by participant and course features including professional role, age, country of residence, distance to and perceived desirability of the in-person destination, and timing of registration. Analyses included 11,072 registrations, of which 4,336 (39.2%) were for video-based learning. There was significant heterogeneity in video-based registrations across courses, ranging 14.3% to 71.4%. Multivariable analysis showed higher video-based registrations for advanced practice providers (vs physicians; adjusted odds ratio [AOR] 1.80 [99% confidence interval, 1.55-2.10]), non-U.S. residents (AOR 3.26 [1.18-9.01]), longer distance (AOR 1.19 [1.16-1.23] for each doubling of distance), and courses in July-September 2021 (vs January-April 2022; AOR 1.59 [1.24-2.02]); video-based registrations were lower for current or former employees or trainees of our institution (AOR 0.53 [0.45-0.61]), destinations of moderate or high desirability (vs low; AOR 0.42 [0.34-0.51] and 0.44 [0.33-0.58], respectively), and early registration (AOR 0.67 [0.64-0.69] for each doubling of days between registration and course start). There was no significant difference by age (AOR 0.92 [0.82-1.05] for participants > 46 years old vs younger participants). The multivariable model correctly predicted actual registration 78.5% of the time. Video-based livestreamed CPD is popular (chosen by nearly 40% of participants), although choices varied widely by course. Professional role, institutional affiliation, distance traveled, location desirability, and registration timing have small but statistically significant associations with choice of video-based vs in-person CPD.

Using behavioural science to explore impact and implementation of obstetric anaesthesia training in Tanzania, Nepal and Bangladesh: a qualitative evaluation study with obstetric anaesthesia providers

Objective: High quality obstetric anaesthetic care is integral to reducing preventable maternal deaths in Low-and-Middle-Income-Countries (LMICs). We applied behavioural science to evaluate SAFE Obstetrics, a 3-day Continuing Professional Development (CPD) course, on physician and non-physician anaesthetists’ practice behaviours across 3 LMICs.Methods: Seven anaesthetist Fellows from Bangladesh, Nepal and Tanzania were trained in qualitative methods and behavioural science. Structured interviews were undertaken by Fellows and two UK behavioural scientists with course participants. Interviews were based on the Theoretical Domains Framework: a comprehensive framework of influences on behaviour change. Interviews were recorded, transcribed and analysed using content and thematic analysis.Results: 78 physician and non-physician anaesthetists participated (n = 26 Bangladesh, n = 24 Nepal and n = 28 Tanzania). Participants reported positive improvements in patient-centered working, safety, teamwork and confidence. Across countries, we found similar barriers and facilitators: environmental resources, a strong professional identity and positive social influences were key facilitators of change.Conclusion: This multi-country theory-based evaluation highlighted the impact of SAFE Obstetrics on participants’ clinical practice. A supportive work environment was crucial for implementing learning following training; CPD courses in LMICs must furnish participants with skills and equipment to address training implementation challenges. Building local behavioural science capacity can strengthen LMIC health intervention evaluations.

A simulation-based continuing professional development course for the first 5 minutes of cardiac arrest in the resource-limited local clinics.

Using simulation in continuing professional development (CPD) courses for local practitioners is uncommon in Korea. The aim of our study was to evaluate the responses of the local practitioners for a simulation-based short CPD course. Following the targeted needs assessment of local practitioners, we developed and implemented a 3-hour simulation-based CPD course for the first 5 minutes of cardiac arrest in the resource-limited local clinics. We evaluated the participant's responses to the course using a questionnaire. During the 3-year implementation period, 115 practitioners participated in 10 courses, and 113 (98%) responded to the questionnaire. The overall course satisfaction (10-point scale) was very positive (10 in 93 [82.3%], 9 in 19 [16.8%], and 8 in 1 [0.8%]). The level (5-point scale) of recommendation to the others was also high (5 in 103 [91.2%] and 4 in 10 [8.8%]). Many participants positively commented on the authentic practical experience of the uncommon crisis in their contexts. A simulation-based short CPD course for in-hospital cardiac arrest could provide an authentic practical experience for local practitioners working in resource-limited clinics.

Factors Associated With Specialists' Intention to Adopt New Behaviors After Taking Web-Based Continuing Professional Development Courses: Cross-sectional Study.

BackgroundWeb-based continuing professional development (CPD) is a convenient and low-cost way for physicians to update their knowledge. However, little is known about the factors that influence their intention to put this new knowledge into practice.ObjectiveWe aimed to identify sociocognitive factors associated with physicians’ intention to adopt new behaviors as well as indications of Bloom’s learning levels following their participation in 5 web-based CPD courses.MethodsWe performed a cross-sectional study of specialist physicians who had completed 1 of 5 web-based CPD courses offered by the Federation of Medical Specialists of Quebec. The participants then completed CPD-Reaction, a questionnaire based on Godin’s integrated model for health professional behavior change and with evidence of validity that measures behavioral intention (dependent variable) and psychosocial factors influencing intention (n=4). We also assessed variables related to sociodemographics (n=5), course content (n=9), and course format (eg, graphic features and duration) (n=8). Content variables were derived from CanMEDS competencies, Bloom’s learning levels, and Godin’s integrated model. We conducted ANOVA single-factor analysis, calculated the intraclass correlation coefficient (ICC), and performed bivariate and multivariate analyses.ResultsA total of 400 physicians participated in the courses (range: 38-135 physicians per course). Average age was 50 (SD 12) years; 56% (n=223) were female, and 44% (n=177) were male. Among the 259 who completed CPD-Reaction, behavioral intention scores ranged from 5.37 (SD 1.17) to 6.60 (SD 0.88) out of 7 and differed significantly from one course to another (P<.001). The ICC indicated that 17% of the total variation in the outcome of interest, the behavioral intention of physicians, could be explained at the level of the CPD course (ICC=0.17). In bivariate analyses, social influences (P<.001), beliefs about capabilities (P<.001), moral norm (P<.001), beliefs about consequences (P<.001), and psychomotor learning (P=.04) were significantly correlated with physicians’ intention to adopt new behaviors. Multivariate analysis showed the same factors, except for social influences and psychomotor learning, as significantly correlated with intention.ConclusionsWe observed average to high behavioral intention scores after all 5 web-based courses, with some variations by course taken. Factors affecting physicians’ intention were beliefs about their capabilities and about the consequences of adopting new clinical behaviors, as well as doubts about whether the new behavior aligned with their moral values. Our results will inform design of future web-based CPD courses to ensure they contribute to clinical behavior change.

Integration of sex and gender in a continuing professional development course on diabetes and depression: a mixed methods feasibility study

ObjectivesAssess the feasibility and impact of a continuous professional development (CPD) course on type 2 diabetes and depression on health professionals’ intention to include sex and gender considerations in patient...

Beyond the CLAIM: A comprehensive needs assessment strategy for creating an Advanced Medical Education Research Training Program (ARMED-MedEd).

The health professions education (HPE) landscape has shifted substantively with increasing professionalization of research and scholarship. Clinician educators seeking to become competitive in this domain often pursue fellowships and master's degrees in HPE, but there are few resources for the continuing professional development (CPD) of those who seek to continue developing their scholarly practice within HPE. Acknowledging the multiple players in this landscape, the authors sought to design a new "beyond beginners" HPE research program using a novel needs assessment planning process. The authors developed and conducted a new three-phase, five-step process that sets forth a programmatic approach to conducting a needs assessment for a CPD course in HPE research. The five steps of the CLAIM method are: Competitive analysis, Literature review with thematic analysis, Ask stakeholders, Internal review by experts, and Mapping of a curriculum. These steps are organized into three phases (Discovery, Convergence, and Synthesis). Over a 12-month period, the authors completed a comprehensive needs assessment. The CLAIM process revealed that longitudinal digital connection, diverse and in depth exposure to HPE research methods, skills around scholarly publishing, and leadership and management of research would be beneficial to our design. The CLAIM method provided scaffolding to help the authors create a robust curriculum that adopts a scholarly approach for developing a HPE research course. This needs assessment methodology may be useful in other CPD contexts.

Gauging the impact of Pediatric education on Paramedics’ knowledge

Background: A high level of emergency medical care is now expected from paramedics dealing with the sick and injured, including pediatric patients.1,2 Very little is known of the paramedics’ perception of competency and of pediatric prehospital education and training, which is so critical to improve a paramedics’ knowledge and performance of important skills.2,3 The purpose of this study was to determine if pediatric training resulted in a change in knowledge among paramedics from Hamad Medical Corporation Ambulance Service (HMCAS). Methods: A mixed-methods research approach was adopted to explore diverse perspectives. A comparison of all pre and post-test results for a pediatric Continuing Professional Development (CPD) course was conducted during the study period to determine whether knowledge was gained by paramedics. A survey was also used to conduct a retrospective analysis of the paramedics’ perception of pediatric training and to review their perceived level of competency. Results: The pediatric CPD course (Table 1) was conducted 33 times between January and November 2019. The average score difference between the pre and post-test indicates a gain in knowledge post-training across the participants (n = 51). The survey results (n = 33) revealed that there was an overall positive perception of the CPD course by paramedics and the impact it had on their learning and learning styles. Active learning strategies and hands-on practice were the recommended modalities by participants. The key findings are presented in Figure 1. Conclusion: HMCAS paramedics provided positive feedback on their pediatric training opportunities. Evaluating the effectiveness of all training provides valuable insight towards the improvement of the activity. Educators should have a fair knowledge and understanding of adult learning principles and the application of effective teaching and learning strategies when developing any CPD activity. Lastly, continual advances in patient care need to be reflected in all training programs.

Continuing professional development programs for general dentists in Isfahan province, Iran: Interests, priorities, and obstacles

Continuing professional development (CPD) is a life-long learning process for all health-care members including dentists to improve their knowledge and skills in their profession and provide the best quality services. This study aimed to assess the needs, priorities, and obstacles of attending dentists in these programs in Isfahan province, in 2020. This descriptive-analytical cross-sectional study was performed on general dentists in Isfahan province. Data were collected through a three-part questionnaire, online and on paper; it included demographic information, prioritization of seven disciplines, and scoring of 33 dental subfields, as well as obstacles limiting participation in the CPD programs. This questionnaire was developed and validated by researchers. Statistical analysis was carried out through Mann-Whitney, Kruskal-Wallis, and Chi-square tests, and a significance level of 0.05 was considered. Of 326 dentists (90.5% response rate) participating in this study, 157 were (48.2%) female, and most of them were in the high work experience group (45.1%). The highest mean scores standard deviation related to the dentist's interest and needs, among the seven dental disciplines, belonged to practice management (6.68 [2.9]), oral and dental reconstruction (6.29 [2.55]), and pediatric dentistry (6.291 [2.87]). On the other hand, lack of time (70.6%), inefficient teaching methods and organization (65%), and irrelevant topics (58.6%) were the most common obstacles limiting dentists in the CPD programs. Based on the results of this study, dentists in Isfahan province reported more interest and need to participate in some fields of CPD courses including practice management, pediatric dentistry, and oral and dental reconstruction. Thus, a system for continuing education based on dentists' needs and preferences is highly suggested.

Exploring empowering practices for teachers’ sustainable continuing professional development

ABSTRACT Background The question of how best to enable sustainable professional development remains a challenging one. The research reported here is situated within a professional learning communities (PLCs) approach as a long-term goal for continuing professional development (CPD) with action research (AR) principles as a means of organisation. Purpose The aim of the study was to investigate how teachers’ CPD can be structured and facilitated to enable sustainable professional development. In this context, ‘sustainable’ refers to an impact of professional learning beyond the duration of the course in question. Method An AR-oriented CPD course was used as a case study, with a specific focus on the participants’ experiences of how the course work affected their professional practice and the enabling factors contributing to this end. Data were qualitative interviews with the 11 in-service teachers who completed the course, 6 months after its completion. The interviews were analysed in an inductive manner using qualitative content analysis. Findings The analysis identified eight different categories relating to participants’ experiences of how the AR-inspired CPD process affected their practice. Effects were connected to three overarching levels in terms of scope: individual level, school level and level of the wider community. In addition, we determined ten interconnected factors that appeared to influence the scope and quality of the process. Conclusions The findings highlight the importance of grounding CPD courses in participants’ own practice and offer insights into the significance of collaboration and collegial relationships for sustainable professional development. The study reflects how an increase in strategies and structures for collaboration has the potential to transform school cultures into more collaborative ones. It also draws attention to how cognitive and affective aspects are intertwined during developmental processes: teachers suggested that acknowledgement and supportive actions of colleagues and leadership had underpinned development, empowered them and spurred them on as active agents of change.

Continuing Professional Development: Provision and Adaptation of Clinical Education within the Primary Health Care Setting in Qatar during the COVID-19 Pandemic

Background: The discovery of the COVID-19 virus and the subsequent rapid pandemic has had a significant impact not only on public health but also on clinical education. Continuing Professional Development (CPD) within the Primary Health Care Corporation (PHCC) had to be adapted, especially regarding the methods of delivery. Social distancing was a requirement from the Public Health directives, impacting the practicalities of face-to-face didactic and simulated clinical educational sessions. Given the challenges that the pandemic generated across the globe in terms of education, new ways of offering education were required as a matter of urgency. This evaluative study was undertaken to describe the PHCC Workforce Training and Development’s (WTD) response to achieve maximum efficacy of our delivered CPD. Methods: The purpose of this descriptive study was to explore the interventions utilized by the WTD directorate within PHCC. The evaluation and comparison of teaching and learning interventions (in terms of subject matter and delivery method) were described. It was based upon a three-month period from pre-COVID-19 (2019) and mid-COVID19 (2020). Staff who attend CPD programs within PHCC included: Physicians, Nurses, Dentists, and allied health care professionals. Results: During a three-month period from the pre-COVID-19 year (2019), 68 CPD courses were delivered mainly face-to-face, and individual accreditation varied from 1 to 30.25 educational accreditation points. During the mid-COVID year (2020), 38 CPD courses were delivered as online webinars and individual accreditation varied from 1 to 3.75 educational accreditation points. It was found that a greater number of participants were able to undertake web-based learning with individual sessions than face-to-face ones. Microsoft Teams was successfully utilized. The remote online host lecturer has facilitated significant interaction with most participants. The lecturers received the Learning Management System (LMS) training prior to the Pandemic; thus, we have experienced an easier integration of ongoing online clinical education during these challenging times. Conclusion: It was acknowledged that the WTD directorate at PHCC was in a fortunate position, due to the integration of the online LMS training prior to the pandemic. Both the clinical and educational staff were able to implement and deliver this method effectively at short notice, with similar academic accredited standards and quality. It is expected that following the pandemic, a higher uptake, demand, and motivation for innovative learning approaches will occur. It is thought that the use of the blended learning approach will dramatically increase.

Teaching and learning of Chinese students in the UK

Education partnerships between the United Kingdom (UK) and China continue to evolve. It is worthwhile reflecting on how teaching and learning of Chinese students in the UK has been functioning, and how it can be improved. This study focuses on short-term continuing professional development (CPD) courses taken by professional student cohorts from China in British Higher Education, and explores the application of constructivist learning approaches in regard to teaching and learning. This study suggests three forms of teaching adaptations as a response to- and accommodation of the short duration of the training programs, the seniority of the delegates, and the delegations’ expectations to learn fixed knowledge. Despite teachers’ willingness to adapt and acculturate CPD courses, divergent educational cultures influence the teaching process and students’ learning and experiences. The changing student body in UK Higher Education calls for more university-level attention and sharing of effective practices.

Information and communication technology to enhance continuing professional development (CPD) and continuing medical education (CME) for Rwanda: a scoping review of reviews

BackgroundAccess to high quality continuing professional development (CPD) is necessary for healthcare professionals to retain competency within the ever-evolving worlds of medicine and health. Most low- and middle-income countries, including Rwanda, have a critical shortage of healthcare professionals and limited access to CPD opportunities. This study scoped the literature using review articles related to the use of information and communication technology (ICT) and video conferencing for the delivery of CPD to healthcare professionals. The goal was to inform decision-makers of relevant and suitable approaches for a low-income country such as Rwanda.MethodsPubMed and hand searching was used. Only review articles written in English, published between 2010 and 2019, and reporting the use of ICT for CPD were included.ResultsSix review articles were included in this study. Various delivery modes (face to face, pure elearning and blended learning) and technology approaches (Internet-based and non-Internet based) were reported. All types of technology approach enhanced knowledge, skills and attitudes. Pure elearning is comparable to face-to-face delivery and better than ‘no intervention’, and blended learning showed mixed results compared to traditional face-to-face learning. Participant satisfaction was attributed to ease of use, easy access and interactive content.ConclusionThe use of technology to enhance CPD delivery is acceptable with most technology approaches improving knowledge, skills and attitude. For the intervention to work effectively, CPD courses must be well designed: needs-based, based on sound educational theories, interactive, easy to access, and affordable. Participants must possess the required devices and technological literacy.

The Lived Experience of Nurses Working in Cardiology Services with Online Continuing Professional Programs in Advancing their Specialized Clinical Practice: Phenomenology Study Analysis

Introduction: Cardiology nursing is one of the most challenging nursing specialties. Online continuing professional development (CPD) programs may allow nurses to fulfil the demand for specialty competency. Methods and materials: This manuscript described the process of data analysis and discusses the philosophical and theoretical frameworks that shape this study. the study was conducted in one of the largest accredited teaching hospitals in South Australia. Results: Volunteer participants were interviewed where each participant was given a pseudonym to protect confidentiality. First, interviews were transcribed manually. Transcription is considered an interpretive act and a perfect way to immerse oneself within the data because it helps create initial meanings. Second, the researcher listened to each interview while checking compatibility with the transcript. Third, the researcher read and re-read transcripts and highlighted essential ideas before the coding process. Repeated transcript reading helped develop main ideas, recognise shared thoughts, meanings, and patterns, and identify potential themes. Furthermore, it was evident during this stage that some of the researcher’s pre-assumptions regarding the phenomena were revealed in certain aspects of nurses’ lived experiences. In addition, audio recordings and a reflective diary were utilised to reveal non-verbal clues of participants, adding depth and transparency to data analysis. The final step involved writing a summary for each transcript containing the main ideas. Conclusions: It is apparent that six main themes were embedded in the lived experiences of the RNs working in cardiac services and using the online CPD course to advance themselves knowledge and skills.