Engagement In Continuing Professional Development Research Articles

Physicians' lifelong learning journeys: A narrative analysis of continuing professional development struggles.

Despite tenacious efforts of continuing professional development (CPD) developers and educators, physician engagement in CPD is fraught with challenges. Research suggests that these educational interventions and the maintenance of professional competence systems that mandate them are often seen as impractical, decontextualized and check-box activities by participants. This study explores physicians' learning post graduate medical education (GME) training across their CPD journey to understand how they (a) conceive of themselves as learners and (b) engage in lifelong learning across the course of their professional careers. Using narrative inquiry and holistic narrative analysis situated within a social constructivist orientation, we carried out individual interviews with physicians from across a large children's hospital network including academic hospitals, community hospitals and primary care practices. Timelines and story arcs were used to support the narrative analysis's re-storying. Twelve physicians from six different sub-specialties were interviewed. We identified three noteworthy challenges as particularly salient across participants' re-storied narratives: (i) train-on-a-track to treading water, (ii) learning takes a backseat, and (iii) learning through foraging or hunting and gathering. Participants described significant change when transitioning from GME to CPD learning. While participants identified as learners, they described the disorienting impact of losing GME's formal supports and structures. They articulated that patient care trumped learning as their top priority. They lamented having limited insight into their learning needs (e.g. little feedback data) and so resorted to engaging in CPD activities that were readily at hand-but not necessarily relevant-and to finding learning resources that might not be formally recognised for CPD credit. Physicians' learning journeys post-GME are challenging, and the systems created to support that learning are ill equipped to meet the needs of physicians transitioning from GME to CPD. To encourage meaningful learning, the complex interplay of factors impeding CPD engagement should inform future innovations.

Continuing professional development opportunities for Australian endorsed for scheduled medicines podiatrists-What's out there and is it accessible, relevant, and meaningful? A cross-sectional survey.

Non-medical prescribing is a valuable strategy to enable equitable access to medications in the context of the increasing demands on health services globally. Australian podiatrists have been able to seek endorsement for scheduled medicines (ESM) for over a decade. This project investigates the perceptions and habits of ESM podiatrists in meeting the extra continuing professional development (CPD) requirements associated with their ESM status. Australian ESM podiatrists completed an anonymous, online survey capturing demographics; CPD engagement; and self-reflections of CPD activities. Twenty percent (n = 33) of Australian ESM registered podiatrists (N = 167) responded to the survey (18 female; median ESM status 2.5 years, (IQR 1.0, 9.0)). For the previous registration period, 88% (n = 29) completed the mandatory CPD hours, with only 35% (n = 11) completing a CPD learning goal plan. Over 80% identified their last ESM CPD activity as accessible, affordable, and could recommend to colleagues. Conversely, 50% or less agreed the activity increased confidence; changed their practice; improved communication skills; or enabled networking. Most respondents (81%, n = 27) indicated improvements should be made to the content, relevance, accessibility, and meaningfulness of CPD. These findings were supported by responses to the open-ended questions. Our findings suggest ESM podiatrists engage in CPD that is accessible rather than learning goal driven. Concerningly, CPD activities resulted in low translation of learnings to practice. This brings in to question the value of mandatory CPD systems based on minimum hours, rather than meaningfulness.

Patient engagement in CPD in radiation oncology and radiation therapy across Canada: A national survey

BackgroundThe aim of this study was to investigate patient engagement (PE) in the development and delivery of Continuing Professional Development (CPD) programs for health care providers within radiation oncology, radiation therapy and medical physics across Canada. This study looked at the current state of PE in CPD programs across Canada and how to address the benefits and barriers to PE to advance these programs. MethodsA quantitative, exploratory survey was conducted among radiation oncologists, radiation therapists and medical physicists across Canada. The questionnaire was developed by a multi-disciplinary team and piloted among interprofessional (IP) faculty with a special interest in patient education. The survey was web-based and disseminated through the Canadian Association of Medical Radiation Technologists (CAMRT) and Canadian Radiation Oncologists (CARO) professional associations. ResultsA total of 97 responses were obtained, 43.3% (n = 41) were radiation oncologists 64% (n = 54) were radiation therapists and 2(2%) were medical physicists. There was representation from all provinces, except Newfoundland, with the majority 36% (n = 35) from Ontario. 57% (n = 46) of participants agreed that patients should be involved in CPD, and 11% (n = 9) disagreed. The most agreed-upon barriers are financial costs for patients and clinician bias when selecting patients. The most agreed-upon solutions were improving patient resources and creating training programs for patients. Radiation therapists agreed significantly more (p<0.05) with the potential benefits of PE in CPD, compared to radiation oncologists. DiscussionPE in CPD programs is a novel and controversial topic but is still highly rated and important. We intend to advocate for patients to take an active role in our CPD programs. Further research is warranted.

Barriers and Enablers to Nurses' Engagement With Continuing Professional Development: A Survey.

Continuing professional development (CPD) is perceived as a pivotal component of building and maintaining nursing skill and capacity. Exploring motivators for CPD engagement can aid program adaptation and improvement. The goal of this study was to survey the barriers, enablers, and changes of Australian RNs' engagement with CPD in general during the coronavirus disease 2019 (COVID-19) pandemic. An additional goal was to understand factors influencing the interest of participants to engage with programs focused on care for people with intellectual disability and/or autism. This study was a cross-sectional exploratory survey. Most of the sample had engaged with CPD in the previous 12 months, and the most reported topics were related to COVID-19. Sixty percent of nurses saw a change in volume of CPD. Younger nurses, with fewer years of experience, and practicing in major cities, were significantly more likely to report less CPD. It is pivotal that the design and promotion of CPD curricula consider the motivators and barriers for nurses' engagement with them. [J Contin Educ Nurs. 2023;54(9):405-412.].

Promoting higher education quality in Cambodia: Challenges and recommendations

Higher education in Cambodia has experienced positive and impressive progress over the last few decades. However, more efforts are needed to bring about further positive changes and new developments to the sector. This article aims to discuss key challenges facing higher education in Cambodia in relation to the need to promote its quality. The article brings to the fore six major challenges, including limited resources and infrastructure, political influence, weak institutional and sectoral governance, consequences of higher education privatization, low academic salaries, and limited opportunities for continuing professional development (CPD). The article also provides a set of recommendations to address these challenges, focusing on introducing a mechanism to improve resources and infrastructure, keeping political interference to a minimum, improving institutional and sectoral governance, bifurcating universities into research-intensive and teaching-intensive universities, introducing an improvement or reform to incentive and salary systems, and promoting CPD engagement among Cambodian university teachers. The article concludes with an argument for a reform of the Cambodian higher education sector to bring it to a higher stage of development.

To Learn or Not to Learn: Perceptions Towards Continuing Professional Development (CPD) and Self-identity Among English Language Teachers During the COVID-19 Pandemic.

The COVID-19 pandemic necessitated a pivot towards digital teaching and learning. This study aims to assess the perceptions of self-identity and continuing professional development (CPD) among secondary school English teachers in Hong Kong in light of the academic paradigm shift triggered by the pandemic. A mixed methods approach is adopted. A quantitative survey (n = 1158) was complemented by qualitative thematic analysis of semi-structured interviews with English teachers in Hong Kong (n = 9). The quantitative survey offered group perspectives related to CPD and role perception in the current context. Interviews offered exemplar views on professional identity, training and development, and change and continuity. The results reveal that collaboration among educators, development of higher-order critical thinking in students, refining knowledge about teaching methods, and being a good learner and motivator were among the key traits that comprised the teacher identity during the COVID-19 pandemic. The increased workload, time pressure and stress associated with the paradigm shift during the pandemic resulted in lower voluntary involvement of teachers in CPD. However, a significant need for the development of information communications technology (ICT) skills is emphasised as educators in Hong Kong received relatively little ICT support from their schools. The results have implications for pedagogy and research. Schools are recommended to enhance technical support of educators and help them acquire more advanced digital skills to work effectively in the new environment. Reduction of the administrative workload and providing more autonomy to teachers is expected to lead to greater engagement in CPD and improvements in teaching.

Continuing professional development of Jordanian physiotherapists: A survey of activities, facilitators and barriers

BACKGROUND: Engagement in continuing professional development (CPD) has recently become a mandatory requirement for practice in Jordan. This was part of the Jordanian government strategy to advance healthcare. AIMS The study aimed to draw the landscape of CPD for Jordanian physiotherapists. The activities, attitudes, and workplace environment related to CPD were explored. METHODS: A quantitative web-based survey was used to collect data. The survey was open for potential participants for three months from 29/01/2020. Only physiotherapists practicing in Jordan; and involved in direct patient care were invited to take part. Descriptive analysis was performed. RESULTS: Eighty-six Physiotherapists representing multiple cities in Jordan completed the survey. The percentage of female participants was 52.3%. Most participants were general physiotherapists (N = 42). Around 13% held a post graduate qualification. Most participants fulfilled the required number of CPD hours. The main driver for engagement in CPD was advancing knowledge (N = 47, 55%), followed by improving patients’ care (N = 22, 26%), and maximising opportunities for employment or promotion. Participants engaged with local workshops, reading articles in medical journals, and attending theoretical lectures in the workplace. The main barriers to engage with CPD were the high financial burden (N = 65, 76%), inability to travel (N = 40, 47%), and time limitations (N = 33, 38%). CONCLUSION: This study is the first to provide evidence of the activities, motivators, and barriers to CPD in a sample of Jordanian physiotherapists. Findings are important in informing healthcare policymaking. It offers directions to maximise the impact of CPD.

Pharmacists' continuing professional development for non-communicable diseases management: A consensus study.

Pharmaceutical care for non-communicable diseases (NCD) in Indonesia needs improvement especially in provinces like Kalimantan Selatan (Kalsel) with increasing NCD prevalence. This research explored possible improvements for Kalsel pharmacists NCD Continuing Professional Development (CPD) programmes. The study aims to identify Kalsel pharmacists' engagement with, experiences of, and expectations for NCD-focused CPD activities, and CPD stakeholders' views on these expectations. This sequential mixed-methods study used a quantitative survey to map Kalsel pharmacists' CPD engagement and preferences. The survey findings, and Kalsel pharmacists' knowledge and skills in NCD management, were further explored in four geographically-diverse focus group discussions (FGDs). Triangulated findings from the survey and FGDs were presented to pharmacist CPD stakeholders in a modified Nominal Group Technique (NGT) discussion, resulting in a prioritised list of CPD activities and allocation of local leadership for each activity. The survey response rate was 51% (249/490) with fair representation of the geographic spread. CPD sessions were seen as a social event to network with colleagues (34%) and improve knowledge (31%). Major hindrances for participation were work commitments (25%) and travel needs (22%). Most participants (64%), especially the more senior, preferred explicitly interactive CPD formats (adjusted odds ratio 0.94 for each additional year from graduation; 95% confidence interval 0.89-0.99; p=0.036). The FGDs identified challenges in managing NCD, strengths and gaps in NCD knowledge, and preferences for NCD CPD. The modified NGT produced 12 actions which five major stakeholders agreed to lead. An explicitly interactive NCD CPD programme based on a community of practice model and supported by blended learning is likely to be most effective for pharmacists in the Kalimantan Selatan province of Indonesia. A co-designed multi-stakeholder systems-based approach to CPD programme, as used in this study, is likely to increase the engagement and success of the programme.

A national survey of the radiotherapy dosimetrist workforce in the UK.

To undertake a national survey of the Radiotherapy Dosimetrist workforce within the UK; examining different attributes and experiences, comparing results with published evidence within the literature. A national, anonymised survey was undertaken between Dec 2020 and end of Feb 2021; employing a mixed-methods approach and blend of closed, open-ended answer choices and free-text comments. Questions included range of training routes and job titles; registration status; job tasks and engagement with Continuing Professional Development (CPD). A total of 223 individuals responded. Nearly half were trained via therapeutic radiography; approximately, a fifth through a clinical technologist/physics routes. Most (70%) had Dosimetrist in their job title. Nearly 70% were statutorily registered, and almost a fifth were in the voluntary register of Clinical Technologists. Most job tasks were in treatment planning - with 57% spending over 70% of their time there. Most notably, 29% were not involved in any CPD scheme. No published evidence showed the same aspects identified here. Our survey showed a unique profile of the Radiotherapy Dosimetrist workforce in the UK, with a variety of training routes and statutory registration status. Nearly, a third were not engaged in a CPD scheme - adding to the current discussion that perhaps all Dosimetrists should be statutorily registered, for ensuring safe and effective clinical practice. A novel and unique national survey of Dosimetrists working in Radiotherapy in the UK is presented, leading to new insights into current training routes, registration status, job tasks and CPD engagement and needs.

Continuing Professional Development of the Teacher Education Faculty among Philippine State Universities and Colleges

Continuing professional development (CPD) is widely regarded as extremely important in a university's life, contributing to both professional and personal development and improving teaching and learning. This study looks at the CPD availed by the teacher education faculty, their motives for doing so, and the challenges they have faced in CPD programmes. The researchers designed a questionnaire survey following the New NBC 461 CCE Guidelines for the 222-teacher education faculty. The questionnaire included the following sections: the CPD pursued, their reasons for obtaining the CPD programmes, and the challenges encountered. The modified NBC 461 CCE Guidelines provided the basis for the point system. This study employed a mixed method. The study findings are as follows: engagement among teacher education faculty members is still low; though there may be law mandates for all professionals to avail themselves of CPD units, the faculty remained unresponsive in their CPD engagement; more participation is expected from teacher education faculty members with higher academic ranks; teacher education faculty members believe that CPD will help improve their academic status, knowledge, and financial stability; and finally, personal issues hamper the CPD of a faculty. The study calls for the participation of the faculty in the planning, implementation, and evaluation of the CPD programmes.

Does continuing professional development enhance patient care? A survey of Irish based general practitioners

IntroductionThe Irish Medical Council has regulated mandatory continuing professional development (CPD) for doctors since 2011 to enhance the quality and safety of Irish healthcare. The Irish College of General Practitioners (ICGP), as the professional body for general practitioners (GPs) in Ireland, operates a Professional Competence Scheme (PCS) for doctors working in general practice. As PCS evolves over time, it is important to measure the impact of mandatory CPD on patient care. The ICGP undertook this study to answer the research question: Does CPD enhance patient care? Research has been conducted on the impact of CPD on the medical profession, both in Ireland and abroad, on GP engagement with existing CPD supports and on the impact of CPD for GPs in other countries. To date, no study has been carried out in Ireland on GP views on the impact of mandatory CPD on patient care or on which type of CPD activity is perceived to be the most effective in this regard.MethodsAll PCS enrollees on the 2018/2019 year who had provided an email address (n = 4,415) were asked to complete an anonymous online survey available in April and May 2019. The survey aimed to obtain feedback on existing CPD supports, enhancement of CPD supports, CPD impact on general practice and on patient care. The survey questions which related specifically to patient care were used to inform this paper.ResultsA total of 1,233 (27.9%) PCS enrolees participated in the survey. Overall, 73.9% (n = 836) of respondents agreed that CPD assisted them in improving the quality of patient care with females significantly more likely to consider that CPD improved patient care. A total of 74.9% (n = 848) reported changes to patient management as a result of CPD activity and over half (56.4%; n = 464) of these believed that external CPD activity (courses/conferences) had the most potential to benefit their patient care, however, differences were observed across gender and age group.ConclusionThe majority of GPs who completed the survey found CPD engagement beneficial to their patient care. The majority of respondents agree that peer engagement activities are most likely to impact patient care thus demonstrating that mandatory CPD has been successfully implemented in this respect in Irish general practice. However, there is a difference in response to the various CPD formats across different demographic cohorts and this should be considered when designing the format of educational activities.

Desired characteristics of continuing professional development for holistic academic development

ABSTRACT Academic development is increasingly complex and multi-faceted, and highly contextual. This study investigates why academic developers do what they do, within a continuing professional development (CPD) context. This qualitative research examines how six academic developers value their engagement in CPD and highlights five desired characteristics that form the basis for conceptualising and enacting a holistic approach to academic development. Findings show that academic development practice embraces concepts of dialogue, adaptive expertise, and connected communities with an emphasis on engaging with the disciplines and the larger purposes of higher education, as illuminated by the desired characteristics to sustain its value.

Facilitators, Barriers and Motivators of Paramedic Continuing Professional Development

Introduction As registered health professionals, Australian paramedics are required to abide by professional registration standards including the maintenance of continuing professional development (CPD). The broader health literature identifies facilitators, barriers and motivators for engaging in CPD, however the body of knowledge specific to paramedicine is weak. This research seeks to address this gap in the paramedicine body of knowledge. Methods This study adopts a constructivist grounded theory methodology. Data were collected through semi-structured interviews, and analysed using first and second cycle coding techniques. Paramedics from various state-based Australasian ambulance services and private industry (N=10) discussed their experiences specific to their attitudes, perceptions and engagement about CPD. Results Paramedic CPD goes beyond the traditional approach to mandatory training. Paramedics are motivated by factors such as modality of delivery, professional expectations, clinical/professional improvement and, sometimes, fear. Facilitators included organisational support, improved clinical knowledge, practitioner confidence, self-directed learning opportunities and perceived relevance of content. Barriers include cost, workload/fatigue, location, rostering, lack of incentive to engage, lack of employer support and technological problems. Conclusion By understanding what facilitates or motivates engagement in CPD activities, paramedics can navigate their CPD in conjunction with regulatory requirements. Although paramedics report some similar experiences to other health professionals, there are nuances that appear specific to the discipline of paramedicine. Of interest, a unique finding related to fear influencing paramedic CPD engagement. The results of this study informs paramedic employers and paramedic CPD providers with insights to assist in the development of positive CPD experiences and interactions.

Practices, preferences, and opinions of New Zealand veterinarians towards continuing professional development

ABSTRACT Aims: To describe the current practices and preferences of New Zealand veterinarians towards continuing professional development (CPD), explore factors acting as perceived barriers to CPD engagement, and identify opportunities for reforming the current CPD regulations. Methods: A cross-sectional survey of all veterinarians registered with the Veterinary Council of New Zealand (VCNZ) was conducted in October 2019. Descriptive statistics were provided for all quantitative study variables and thematic analysis was performed on the free-text survey comments to identify key issues regarding the current CPD regulations in New Zealand. Results: Complete survey responses were provided by 222/3,484 (6.4%) registered veterinarians. Most respondents (153/222; 68.9%) were satisfied with the amount of CPD completed and spent a mean of $2,511 (median $2,000; min $0; max $20,000) on CPD activities each year. The most popular CPD formats were those involving collegial interaction including conference and skills training workshops. The choice of CPD activities was most commonly influenced by interest in the topics and the desire to become more competent in their work while the main barriers were difficulties fitting CPD around work and family commitments. There were 164 (73.9%) respondents who cited at least one occasion in the previous 12 months where participating in CPD caused them to modify their existing practices. Thematic analysis of the free-text comments revealed several major themes related to the administrative burden of recording CPD activities under the current regulatory framework, and the need to develop CPD plans tailored towards the unique circumstances and goals of individual veterinarians. Respondents also expressed concerns over the reliability of using CPD record audits for evaluating professional competency. Factors identified as being the most helpful for improving the current CPD framework were simplifying the CPD points categories and developing a mechanism to record and share CPD activities in real-time. Conclusions: While most respondents felt there was significant value in completing CPD, the current regulatory framework was perceived to be administratively burdensome and inflexible in allowing them to tailor CPD activities to match their unique employment situation, learning style and professional goals. Clinical relevance: Providing resources that could assist veterinarians to design and implement tailored CPD programmes may improve professional and personal outcomes. However, further research is needed to develop more effective mechanisms for identifying veterinarians who are not performing competently without placing excessive administrative burdens on those who are.

Redesigning continuing professional development: Harnessing design thinking to go from needs assessment to mandate.

BackgroundThe world of medicine is constantly changing, and with it the continuing professional development (CPD) needs of physicians. As the CPD landscape is shifting away from unidirectional delivery of knowledge through live large group learning (conferences) and is placing increased emphasis on new approaches for skills training not taught a decade ago, a new approach is needed.ApproachUsing design thinking techniques, we hosted a full-day retreat for emergency medicine stakeholders in Hamilton and the surrounding region. Prior to the retreat we collected medico-legal data on emergency physicians in our region and performed a needs assessment survey. At the retreat, we had participants brainstorm ideas for CPD, generate archetypes for end-users, then generate solutions to the problems they had identified. These proposals were presented to the larger group for feedback and refinement.EvaluationThe Design Thinking Retreat generated five main pillars for action by our CPD team. 1) Simulation/procedural learning (staff simulation, procedural skills day, in situ simulation); 2) Asynchronous learning (website and podcast); 3) Synchronous learning (small group sessions for staff); 4) Community connectivity (online platform for collaboration and communication); and 5) Coaching & mentorship (focused coaching for specific practice improvement, improved onboarding for new staff).ReflectionThese ideas have vastly increased engagement in CPD. Stakeholder consultation via design thinking may be a key approach for educators to use.Electronic supplementary materialThe online version of this article (10.1007/s40037-020-00604-1) contains supplementary material, which is available to authorized users.

Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience

The purpose of this study was to improve understanding of the relationship between teacher engagement and self-efficacy by investigating the potential mediating role of participation in continuing professional development (CPD) and the moderating role of years of teaching experience. The study was cross-designed with self-reported measurements from 615 Chinese teachers (Mage = 38.56, SD = 8.35). Results show that teachers’ work engagement positively predicted self-efficacy, and participation in CPD mediated this relation; furthermore, the mediating effect of CPD was moderated by number of work years. The indirect effect of participation in CPD was stronger for young teachers than for experienced teachers. Moreover, for young teachers, the degree of participating in updating, reflective, and collaborative activities was related to the increase of self-efficacy; however, participation in reflective and collaborative activities benefited only experienced teachers. Findings lend support to encouraging involvement in CPD activities in order to promote teacher self-efficacy; furthermore, results emphasize the benefit of young teachers’ engagement in CPD.

Reviewing Competence in Practice: Reform of Continuing Professional Development for Irish Pharmacists.

There has been significant reform of the Continuing Professional Development (CPD) requirements for Irish pharmacists over the past five years. In 2015, a new system was established that includes quality assurance of practitioner engagement in CPD and quality assurance of practitioner competence. Pharmacists must now plan and document their learning activities in an electronic portfolio (ePortfolio) and they must participate in an ePortfolio Review process once every five-year period. A random sample is chosen each year to participate in a review of their practice for pharmacists in patient-facing roles. This paper provides an overview of the development and implementation of these quality assurance processes and it considers the outcomes that were observed in the first four years of implementation. By April 2019, almost 3000 pharmacists had participated in the ePortfolio Review process over the preceding three years, of which 96.2% demonstrated appropriate engagement in CPD. In the preceding two years, almost 200 pharmacists had participated in Practice Review, of which 97.5% have demonstrated the required level of competence across four competencies. All of the pharmacists who did not demonstrate the required level of competence in one or more competency area during Practice Review had previously demonstrated appropriate engagement in CPD through the ePortfolio Review process. This raises interesting questions regarding the use of engagement in continuing education (CE) or CPD as a surrogate measure for competence by professions.

Continuing Professional Development Engagement-A UK-based Concept Analysis.

Although much literature exists regarding the operationalization of the term engagement, this relates specifically to work/employee engagement and user, consumer, and scholarly engagement. There is no clear understanding of the term Continuing Professional Development (CPD) engagement for allied health professionals and Nurses and Midwives in the UK, although it is becoming a frequently used term. This raises the challenge of creating measures of the impact of CPD engagement. This concept analysis therefore sought to operationalize the term CPD engagement. A theoretical concept analysis was undertaken, as part of a Professional Doctorate, using Walker and Avant's Concept Analysis Framework. Literature was accessed via OVID, PubMed, CINAHL, ERIC, ABI INFO, and PsychINFO using search terms engagement, work/employee, user, consumer, scholarly engagement, CPD, and life-long learning. Defining attributes for CPD engagement included criteria based around the terms such as self-initiated, voluntary, applied, recorded, evaluated and shared, and continuation of learning beyond the initial activity. Antecedents focused around drive and availability of resources including time, money, and support. There are potentially many positive consequences of CPD engagement, such as job satisfaction, employee retention, and quality of service provision, that may be more easily investigated and measured against the attributes defined from this study, which indicates that CPD engagement is characterized by the following five criteria: (1) self-initiated; (2) rewarded (either intrinsically or extrinsically); (3) applied in practice; (4) recorded, evaluated, and shared with others; and finally (5) continues beyond the initial learning activity.

Involvement of community pharmacists in continuing professional development (CPD): a baseline survey in Gondar, Northwest Ethiopia

BackgroundHealth care professionals have been striving to maintain their competence to deliver the best quality of service. This study intended to determine involvement in continuing professional development of community pharmacists in Gondar, Northwest Ethiopia.MethodsAbout 46 community pharmacists, each from a different setting, were interviewed using structured questionnaire. Data were analyzed using Pearson’s Chi-square test of independence and Mann-Whitney U test with p < 0.05 taken as statistically significant.ResultsThe majority (n = 26, 56.5%) reported of being unaware of the CPD concept. The mean hour spent per week on CPD is 4.1 ± 4.0. Most (n = 34, 73.9%) were engaged in self directed learning and expressed an interest to be more involved in CPD activities (N = 39, 84.8%). Interactive workshops were the most preferred modality. However they seek further support in the process of identifying learning needs (N = 34, 73.9%). The main barriers for CPD engagement include lack of (N = 36, 78.3%) and inaccessibility (N = 34, 73.9%) of CPD opportunities as well as time shortage (N = 33, 71.7%).ConclusionsThe community pharmacists in Gondar, Northwest Ethiopia lack awareness of CPD concept but engaged in various types of CPD activities. They demonstrated good attitude and seek more support. The main barrier was lack of opportunities related to CPD.

Utilisation of an electronic portfolio to engage rehabilitation professionals in continuing professional development: results of a provincial survey

Introduction: ePortfolios are frequently used to support continuing professional development (CPD) of rehabilitation professionals. Though this tool is now widely implemented in many professions by regulatory organisations, very few studies have investigated the use and impact among rehabilitation professionals. Implementation of comprehensive ePortfolios that are centred on the needs of rehabilitation professionals requires documenting their level of use and perceived outcomes.Objectives: The objectives were to describe how occupational therapists use a mandatory ePortfolio that has been recently implemented by a regulatory organisation in Quebec (Canada) and the perceived outcomes of this requirement on continuing professional development and practice change.Methods: An online survey was sent to all registered occupational therapists in Quebec using the ePortfolio. The survey content was developed based on a literature review and expert consultation. Results were analysed using descriptive statistics.Results: A total of 546 respondents completed the survey. Results show relatively high levels of ease and satisfaction with the tool, but a limited perception of the tool’s impacts on the improvement of professional competencies and change in practices.Conclusions: Occupational therapists reported that use of the ePortfolio supports their engagement in CPD but has limited impact on practice. Promotion of work-based learning, team use and mentor support could increase its meaningfulness for professionals.Implications for RehabilitationTo improve attitudes and beliefs about benefits related to portfolio use, rehabilitation practitioners need a very clear understanding of the purpose and usefulness of a portfolio in clinical practice.Most of the respondents saw the ePortfolio as helping them develop and implement a continuing professional development plan and reflect on the changes needed in their practice.Portfolio use in teams and productive reflection should be promoted in order to target shared objectives for continuous practice improvement.Rehabilitation professionals trained in portfolio use during their entry-level studies have a slightly more positive attitude towards portfolio use and impact of this use compared with than clinicians who have not had this training.