Continuing Professional Development Learning 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.

The impact of COVID-19 on professional development for physiotherapists in Lagos, Nigeria.

Continuous professional development is important to maintain standards of care in the healthcare sector. However, in Lagos, Nigeria, the additional burden of COVID-19 and limited resources may provide separate challenges for physiotherapists' continuous professional development (CPD). To examine the availability and perceived quality of continuous professional development opportunities for physiotherapists working before and during the pandemic in Lagos, Nigeria. A qualitative study was conducted with 10 conveniently sampled physiotherapists, recruited via email. Interviews took place via Zoom, and the video function was utilised. Data were collected via semi-structured interviews using a pilot tested interview, and was transcribed and analysed thematically. The main method of workplace teaching pre-COVID-19 and during COVID-19 was bedside teaching (BT), which most participants received. Pre-COVID-19, the main barrier to receiving teaching was a lack of national guidelines providing specific details on CPD. During COVID-19, the main barrier was the difficulty of increased online teaching instead of teaching on real life patients. The main barriers for non-workplace CPD pre-COVID-19 were a lack of availability of learning opportunities and monetary cost of conferences. This was partially combatted by the increasing trend of online learning events during the pandemic, which increased access to non-workplace learning opportunities. Because of COVID-19, most CPD learning opportunities for physiotherapists in Lagos, Nigeria, were online, increasing overall accessibility. Adequate training to improve utilising online learning resources as well as specific guidelines for workplace physiotherapists CPD in Nigeria should be implemented and promoted to improve confidence and quality of care. Key insight into the CPD experiences of physiotherapists currently working in Lagos, Nigeria, which can guide policies and improve clinical outcomes.

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.

Opportunities and challenges in lifelong learning and continuing professional development among nurses at a cancer hospital in Sri Lanka

Background: Continuing Professional Development (CPD) and lifelong learning are essential for nurses to keep up to date with innovations, technological enhancements, and development in the healthcare sector to improve patient outcomes and safety. Objective: The study aimed to identify platforms, awareness, and barriers to CPD and lifelong learning of nursing professionals at Cancer Hospital (Apeksha), Maharagama, Sri Lanka. Methods: A quantitative survey was conducted, and a self-administered questionnaire was used to collect samples from April 2022 to February 2023. Random sampling techniques were used to select the samples from the population of nurses. The study sample size was 235, and only 200 nurses responded. Results: Descriptive statistics were calculated, and cross-tabulations were also employed. The nursing professionals in the study setting are characterized by a significant gender imbalance, with most nurses being female (86.5%) and males comprising a minority (13.5%). Most nurses have one to five years of experience, with just over a third (37.5%) having between one to ten years of experience. Family responsibilities, poor physical health, and financial constraints were identified as the most common barriers to engaging in CPD. Workplace stress, lack of financial aid, lack of opportunities, leave issues, inflexible work hours, and workload at the ward/unit were the most commonly agreed-upon organizational barriers in CPD. Despite various channels for accessing CPD activities, including colleagues and the workplace, a significant proportion of respondents were not aware of opportunities and platforms through these channels, highlighting the need for increased awareness and accessibility of CPD opportunities. Conclusion: CPD is crucial for nurses to grow their careers and improve their knowledge and abilities. Main obstacles such as family obligations, financial restraints, and occupational stress must be overcome to motivate nurses to engage in CPD activities and foster professional progress. There should be a proper mechanism to increase the awareness of CPD among nurses.

Promoting continuing professional development (CPD) through a novel CPD advanced pharmacy practice experience

Background and purposeThe Accreditation Council for Pharmacy Education Standards 2016 and the Entrustable Professional Activities highlight the importance of continuing professional development (CPD) in pharmacy education. Furthermore, pharmacy graduates must self-direct their learning to sustain professional knowledge, skills, and practice. An advanced pharmacy practice experience (APPE) dedicated to CPD can help meet standards of pharmacy education and prepare students for a career of lifelong learning. Educational activity and settingAn innovative CPD APPE centered on the CPD framework and student self-directed learning was developed and implemented by three colleges of pharmacy. Students enrolled in the new CPD APPE were introduced to the CPD framework, engaged in reflection, developed personalized learning objectives, and participated in self-directed learning activities to meet identified educational needs. FindingsStudent performance outcomes were assessed via written reflections, portfolio documentation, and attendance records. The novel CPD rotation showed positive findings regarding student-perceived satisfaction, achievement of learning outcomes, and foundational lifelong learning habits. As soon-to-be graduates and practicing pharmacists, final-year pharmacy students are well poised to learn and apply the CPD framework and develop the skills needed to become lifelong learners. SummaryExperiences across three colleges of pharmacy demonstrated that a CPD APPE is feasible, valuable, and effective to integrate comprehensive CPD training within pharmacy education. Other programs within the academy may utilize this scalable model to prepare APPE students to engage in self-directed CPD and lifelong learning as health professionals.

Teacher learning from continuing professional development (CPD) participation: A sociocultural perspective

Recently, there have been calls for understanding how teachers’ professional development translates into effective practice and the challenges involved. This study responds to these calls by examining Ghanaian teachers' engagements in CPD activities, unpacking the process of their learning and knowledge contextualization in real classroom situations. Framed within the sociocultural theory, the study collected data from 16 Junior High School teachers (JHSs) in the Central region using in-depth interviews and non-participant observations. The findings reveal three pathways to teachers’ learning as part of their professional development: (1) formal participation in continuing education, (2) non-formal CPD forms, particularly the workshops and in-service training, and (3) teachers’ self-initiated informal learning activities. The findings further reveal that learning from these CPD activities was not automatic but a mediating process through teachers’ critical reflection, agency, and social interaction. This process of learning from CPD follows a circuitous path of five stages, influenced by teachers' context of practice, depicted in a CPD learning cycle. The study recommends that CPD activities provide realistic learning experiences, enabling teachers to contextualize and implement new knowledge in real classroom situations.

Professional competencies and the continuing professional development needs of Technical, Vocational Education and Training (TVET) teachers in Kenya

AbstractThe development of Continuing Professional Development (CPD) programs for vocational teachers in Africa has been hampered by a lack of relevant research on their CPD practices and learning needs. This study therefore investigated the learning needs of vocational teachers in Kenya based on the professional competencies vocational teachers identify as essential for their work and their self-perception of competence.Using a concurrent mixed methods approach, data was collected from 170 questionnaire respondents and sixteen interview participants from six Technical, Vocational Education and Training (TVET) institutions in Kenya.Despite TVET teachers perceiving themselves as highly competent, they were found to express a relatively high need for CPD. The need was most strongly expressed by teachers who had received Initial Teacher Education (ITE), which suggested that ITE has a positive influence in sensitising teachers on the need for CPD. New teachers were however found to have a lower perception of competence. Mentorship for new teachers is thus recommended.An unexpected finding was that while TVET teachers in Kenya identify good teaching skills as an essential competency for vocational teachers, they assume mastery of content translates to good teaching skills. It is thus recommended that the curriculum for TVET teachers in Kenya be reviewed to help teachers appreciate, identify, and develop subject-specific teaching skills.

Library Employees’ Perspective of Capacity Building through Continuing Professional Development in the Republic of Maldives

Due to many factors, particularly developments in technology, LIS professionals need to continuously refresh and upgrade their knowledge and skills through participation in continuing professional development (CPD) activities. The objective of this pilot study was to understand LIS employees’ perceptions, motivation, assessment, and preference for participation in CPD programs. Both quantitative and qualitative data collection techniques were used. An online questionnaire was administered, and 49 responses were received which was adequate considering the small size of the country. Seven semi-structured interviews were conducted via Zoom with four LIS employees representing national, academic, and school libraries and with three other LIS professionals in the country. Findings revealed that only 30.7% of the respondents had participated in any CPD learning programs. It was also revealed that LIS employees in the Maldives had access to a very limited number of LIS-related CPD programs. The CPD programs offered by the National Library of Maldives’s (NLM) were mainly targeted at new entrants to the profession as a majority of them were without any LIS qualification. As a result, appropriate training programs were lacking for supervisory and middle management employees across all types of libraries. Data analysis also revealed that the top three barriers to pursuing CPD programs were lack of suitable training programs, too costly to pay from personal funds, and lack of opportunities for career advancement. Three areas of potential improvement pertaining to LIS employees’ engagement in CPD activities were identified. The findings are expected to provide some basic data for developing a CPD plan and strategies for the LIS sector in the Maldives.

Continuing professional development for anesthesiologists: A systematic review protocol.

Regulators increasingly use formalized programs that are based on continuing professional development (CPD) activities to ensure that physicians are fit to practice. There is convincing evidence regarding the positive effects of CPD activities on performance and patient outcomes. However, there is limited available studies, investigating its effect in anesthesia, specifically. Moreover, although there exists considerable evidence linking specific CPD activities to improved performance, only few studies have investigated the effect of combinations of activities, or formalized systems, as a whole. Consequently, to address this uncertainty regarding the impact of CPD activities, within anesthesiology, this systematic review aims to establish which activities anesthesiologists are engaged in and their impact on clinical competence and subsequent patient outcomes. A systematic review of the current literature regarding CPD for fully qualified anesthesiologists will be undertaken. Characteristics of the included studies will be summarized descriptively, and the screening process will be outlined using the preferred reporting items for systematic reviews and meta-analysis flow diagram. Given the diverse methods adopted within medical education research, it is anticipated that there will be significant heterogeneity between the included studies and therefore, a meta-analysis will not be possible and a narrative synthesis approach will be usd. The outcomes of interest include type of CPD learning activity and/or assessment method anesthesiologists are engaged in; and their effectiveness, either as standalone activities or as part of formalized systems. The aim of the study was to give an overview of the breadth and nature of CPD activities, and their effects on fully qualified anesthesiologists' clinical competences and patient outcomes.

Unanticipated learning effects in videoconference continuous professional development

Introduction: The COVID-19 pandemic accelerated use of technology like videoconferencing (VC) in healthcare settings to maintain clinical teaching and continuous professional development (CPD) activities. Sociomaterial theory highlights the relationship of humans with sociomaterial forces, including technology. We used sociomaterial framing to review effect on CPD learning outcomes of morbidity and mortality meetings (M&M) when changed from face-to-face (FTF) to VC. Methods: All surgical department staff were invited to participate in a survey about their experience of VC M&M compared to FTF M&M. Survey questions focused on technological impact of the learning environment and CPD outcomes. Respondents used 5-point Likert scale and free text for qualitative responses. De-identified data was analysed using Chi-squared comparative analysis with p<0.05 significance, and qualitative responses categorised. Results: Of 42 invited, 30 (71.4%) responded. There was no significant difference in self-reported perception of CPD learning outcomes between FTF and VC M&M. Participants reported that VC offered more convenient meeting access, improved ease of presentation and viewing but reduced engagement. VC technology allowed alternative communication channels that improved understanding and increased junior participation. Participants requested more technological support, better connectivity and guidance on VC etiquette. Conclusion: VC technology had predictable effects of improved access, learning curve problems and reduced interpersonal connection. Sociomaterial perspective revealed additional unexpected VC behaviours of chat box use that augmented CPD learning. Recognising the sociocultural and emotional impact of technology improves planning and learner support when converting FTF to VC M&M.

“Hybrid” medical leadership emergency medicine training for international medical graduates

PurposeThe purpose of this paper is to outline the “Hybrid” “International” Emergency Medicine (HIEM) programme, which is an ethical pathway for the recruitment, employment and training of Emergency Medicine doctors; with a rotation through the NHS on a two-year medical training initiative with a Tier 5 visa, “earn, learn and return” programme. The HIEM programme offers an advantage to the Tier 2 visa by combining training, education and employment resulting in new learning to help improve the health system in Nepal and provide continued cultural support, clinical and leadership development experience in the UK NHS. Finally, this programme also provides a Return on Investment to the NHS.Design/methodology/approachA shortage of doctors in the UK, combined with a need to develop Emergency Medicine doctors in Nepal, led to a UK Emergency Medicine Physician (PS) to facilitate collaboration between UK/Nepal partners. A mapping exercise of the Royal College of Emergency Medicine curriculum with the competencies for the health system and quality improvement leaders and partners with patients produced a “HIEM programme”. The HIEM programme aims to develop first-class doctors to study in Emergency Departments in the UK NHS while also building trainee capability to improve the health system in Nepal with a research thesis.FindingsThe HIEM programme has 12 doctors on its programme across years one and two, with the first six doctors working in the UK NHS and progressing well. There are reports of high levels of satisfaction with the trainees in their transition from Nepal to the UK and the hospital is due to save £720,000 (after costs) over two years. Each trainee will earn £79,200 over two years which is enough to pay back the £16,000 cost for the course fees. Nepal as a country will benefit from the HIEM programme as each trainee will submit a health system improvement Thesis.Research limitations/implicationsThe HIEM programme is in its infancy as it is two years through a four-year programme. Further evaluation data are required to assess the full impact of this programme. In addition, the HIEM programme has only focussed on the development of one medical speciality which is Emergency Medicine. Further research is required to evaluate the impact of this model across other medical and surgical specialties.Practical implicationsThe HIEM programme has exciting potential to support International Medical Graduates undertake a planned programme of development while they study in the UK with a Tier 5 visa. IMGs require continuous support while in the UK and are required to demonstrate continued learning through continuous professional development (CPD). The HIEM programme offers an opportunity for this CPD learning to be structured, meaningful and progressive to enable new learning. There is also specific support to develop academic and research skills to undertake a thesis in an area that requires health system improvement in Nepal.Originality/valueThis is the first time an integrated clinical, leadership, quality improvement and patient partnership model curriculum has been developed. The integrated nature of the curriculum saves precious time, money and resources. The integrated nature of this “hybrid” curriculum supports the development of an evidence-based approach to generating attitudes of collaboration, partnership and facilitation and team building in medical leadership with patient engagement. This “hybrid” model gives hope for the increased added value of the programme at a time of global austerity and challenges in healthcare.

Combining learning for educators and participants in a paediatric CPD programme

BackgroundMost continuing professional development (CPD) programmes do not include an educational training module. In our country, educational practice in the areas of CPD and continuing medical education relies traditionally on conventional lectures. This is in sharp contrast to the educational research that clearly demonstrates that educational programmes emphasising adult learning methods have greater potential to change physicians’ clinical practice. To investigate whether lecture-oriented educators were prepared to change their educational practice towards principles of adult learning, we decided to combine learning for educators and participants in a paediatric CPD programme.The aim of the study was to investigate educators’ reflections on their learning and educational practice after they have undergone an educational skills component integrated in the implementation of a CPD learning module for paediatricians and evaluate the results from the participants’ perspective.MethodsThe objectives of the educational skills component of the learning module were developed according to adult learning theories. The learning objectives for the CPD learning module were based on a pre-course needs assessment. Evaluations were made using questionnaires.ResultsSeven of 10 participants in the educational skills component of the learning module and all the participants, 13 paediatricians and 14 nurses, who participated in the learning module, answered the questionnaires.The results of this pilot study show that educators whose main experience of teaching was based on lectures were strengthened in their practice; they defined their competence and were prepared to move towards adult learning principles. The participants in the learning module expressed a high degree of satisfaction.ConclusionsWe conclude that it is feasible to combine learning for educators and participants in a paediatric CPD programme and that lecture-oriented educators are prepared to change their educational practice towards principles of adult learning.

Testing Test-Enhanced Continuing Medical Education: A Randomized Controlled Trial.

The authors investigated the impact of the use of an efficient multiple-choice question (MCQ) test-enhanced learning (TEL) intervention for continuing professional development (CPD) on knowledge retention as well as self-reported learning behaviors. The authors conducted a randomized controlled trial comparing knowledge retention among learners who registered for an annual CPD conference at the University of Toronto in April 2016. Participants were randomized to receive an online preworkshop stand-alone MCQ test (no feedback) and a postworkshop MCQ test (with feedback) after a 14-day delay. Controls received no pre-/posttesting. The primary outcome measure was performance on a clinical vignette-based retention and application test delivered to all participants four weeks post conference. Secondary outcomes included self-reported changes in learning behavior, satisfaction, and efficiency of TEL. Three hundred eight physicians from across Canada registered for the four-day conference; 186 physicians consented to participate in the study and were randomized to receive TEL or to the control group in 1 of 15 workshops, with 126 providing complete data. A random-effects meta-analysis demonstrated a pooled effect size indicating moderate effect of TEL (Hedges g of 0.46; 95% CI: 0.26-0.67). The majority of respondents (65%) reported improved CPD learning resulting from pretesting. Testing for learning can be leveraged to efficiently and effectively improve outcomes for CPD. Testing remains an underused education intervention in CPD, and the use of formative assessment to enhance professional development should be a key target for research.

The information literacy and continuous professional development practices of teachers at a Jewish Day School

PurposeThe purpose of this study is to investigate how in-service teachers within the context of an American Jewish day school perceive, practice and develop Information Literacy (IL) as a sociocultural practice and through Continuing Professional Development (CPD). A research gap exists in relation to empirical studies which examine sociocultural IL practices and the CPD learning experiences of in-service teachers within the professional environment of their work. Two emergent and compatible frameworks for investigating teachers’ IL practices and CPD in context are identified and discussed within that context: the sociocultural approach and the interactive CPD model.Design/methodology/approachThe research adopted an interpretivist phenomenological perspective. Semi-structured in-depth interviews were conducted with six teachers to explore their IL experiences. Questions addressed the participants’ previous background, the working culture of the school, approaches to learning and developing new knowledge, sources and methods of obtaining work-related information, IL practices and the differences between IL and CPD practices.FindingsAlthough teachers value the role of IL in their professional lives and they have confidence in their performance of it, they remain confounded by the IL terminology. Within the teachers’ everyday working environment, the primacy of social and embodied information and the centrality of information sharing demonstrated the social and experiential nature of learning and the significance of contextualisation to IL development. The study found IL, CPD and learning to be inseparable, as they intersected within a single, organic situated learning practice of becoming an expert in context.Originality/valueThis study makes valuable contributions to theory by supplying empirical evidence of sociocultural IL practices, linking the currently disparate scholarships on IL, CPD and learning and providing suggestions for future research. In addition, the study demonstrates alternative avenues for developing teachers’ IL and offers recommendations for supporting their CPD.

The Status and Psychological Challenges of Implementation of Continuous Professional Development/CPD/ in Primary Schools of South Wollo Zone

The purpose of this study was to assess the effectiveness of Continuous Professional Development (CPD) implementation and to better understand the relationship between teachers’ outlook and CPD implementation in primary schools of South Wollo zone. A total of 90 first and 96 second cycle primary teachers, 24 principals and vice principals, 11 supervisors, 4 education experts from sample woredas and two experts from the zone education office participated in the study. To collect data about the practice of CPD at school level and its effect on classroom teaching questionnaires were administered to teachers, principals, vice principals and supervisors. In addition, a questionnaire was administered to teachers to generate data regarding teachers’ perception of CPD. Pertaining to teachers self-efficacy, scales were adapted from Tschannen-Moran and Woolfok Hoy. To secure qualitative data, interview, class session observation and document analysis were used. The finding of the study indicated that first cycle primary school teachers had higher level of participation in CPD learning activities than second cycle primary school teachers.

Black box towards glass box: 'Mapaloguing' a typology of public health CPD activities in UK in 2011/12.

The 1996 Faculty of Public Health study of specialists continuing professional development (CPD) diaries indicated forward-looking approaches. There has been little substantive research on public health CPD records since. Mixed methods research assessed 795 CPD records/reflective notes from 2011/12. The quantitative methods aimed to analyse types of new learning; a qualitative sub-sample analysis of reflective standards will be reported elsewhere. Many current CPD categories were non-specific and situational, including conferences/workshops and learning as part of the job. These were later classified to a new CPD typology of 13 learning-orientated categories with sub-types. Most (572 = 71.9%) activities fell into current FPH CPD categories that did not identify the learning topic. The new categorization identified four most common CPD learning types: about health protection topics, key specialist knowledge/skills, experiences handling new public health systems and educator/trainer requirements. This new typology illustrates wide-ranging CPD activities, including work-based opportunities from shifts in organizations and policies. A CPD 'Mapalogue' is proposed, with 'Mapaloguing' as an analytical research process, combining mapping of influences and direction of CPD alongside cataloguing actual CPD undertaken. This could inform individual professionals' choice menu for CPD and personal development and increase the profession's transparency and understanding of long-term trends.

More than ‘continuing professional development’: a proposed new learning framework for professional accountants

ABSTRACTThis paper explores literature relating to continuing professional development (CPD) and lifelong learning to develop an understanding of how the learning landscape has evolved in recent years, both in the accountancy profession and more widely. Three different perspectives on learning are drawn together and this synthesis is used to develop a framework for professional learning. In this, the concepts of CPD and lifelong learning are replaced with ‘learning relating to professional competence’ and ‘learning relating to career adaptability’. The framework also contrasts the learning of an ‘informed professional’, a ‘competent professional’ and a ‘complete professional’. This holistic model, derived from existing literature, will be of interest to professional accountancy bodies and educators of accountants and will inform their ongoing interactions with current and future professional accountants.

The impact of lecturers’ initial teacher training on continuing professional development needs for teaching and learning in post-compulsory education

This paper presents the initial findings of a research project that aims to investigate the impact of teacher training for lecturers in post-compulsory education on engagement with continuing professional development (CPD) for learning and teaching. The majority of colleges and universities operating in the UK now ensure that all teaching staff are given access to training in skills for learning and teaching. This training can take many different forms and this paper explores the potential differences in outcome and influence on engagement with CPD and lifelong learning of graduates from these programmes. For the study, 18 lecturers from different colleges (one large multi-campus college in Scotland and another in Wales) provided narrative accounts about their professional background, training and qualifications prior to initial lecturer training and their route into teaching in further education. Respondents then engaged in semi-structured interviews about their experiences in lecturer training and ongoing engagement with CPD and further learning post-training. The findings indicate that respondents feel insufficient emphasis is placed on vocational skills training, meeting special educational needs and classroom management techniques. Lecturers agree that CPD in learning and teaching is very important but the research data show lack of meaningful engagement with the training options currently available. Recommendations are made to colleges to increase the practical and vocational focus and content of teacher training for lecturers whilst acknowledging the importance of allowing novice practitioner status. The requirement for access to high-quality, valid and targeted CPD is highlighted, with lecturers acknowledging the importance of training and expressing the desire to engage with relevant courses in learning and teaching.

The Sustainability of Improvements from Continuing Professional Development in Pharmacy Practice and Learning Behaviors

To assess the long-term sustainability of continuing professional development (CPD) training in pharmacy practice and learning behaviors. This was a 3-year posttrial survey of pharmacists who had participated in an unblinded randomized controlled trial of CPD. The online survey assessed participants' perceptions of pharmacy practice, learning behaviors, and sustainability of CPD. Differences between groups on the posttrial survey responses and changes from the trial's follow-up survey to the posttrial survey responses within the intervention group were compared. Of the 91 pharmacists who completed the original trial, 72 (79%) participated in the sustainability survey. Compared to control participants, a higher percentage of intervention participants reported in the sustainability survey that they had utilized the CPD concept (45.7% vs 8.1%) and identified personal learning objectives (68.6% vs 43.2%) during the previous year. Compared to their follow-up survey responses, lower percentages of intervention participants reported identifying personal learning objectives (94.3% vs 68.6%), documenting their learning plan (82.9% vs 22.9%) and participating in learning by doing (42.9% vs 14.3%) in the sustainability survey. In the intervention group, many of the improvements to pharmacy practice items were sustained over the 3-year period but were not significantly different from the control group. Sustainability of a CPD intervention over a 3-year varied. While CPD-trained pharmacists reported utilizing CPD concepts at a higher rate than control pharmacists, their CPD learning behaviors diminished over time.

Rethinking the Theory and Practice of Continuing Professional Development: Science Teachers’ Perspectives

The aim of this study was to investigate science teachers' views of continuing professional development (CPD) provision in Saudi Arabia and science teachers' perspectives of the CPD contextual issues that have an impact on putting the learning emerging from the CPD programmes into practice. The study used mixed methods (open-ended questionnaires and interviews) with Saudi Arabian science teachers framed by a socio-cultural perspective. This study argues that science teachers' voices concerning their professional development needs should be the key guide for their CPD. Our study shows the significance of engaging critically with science teachers' voices and views of their CPD programme. One of the unique findings of this study indicated CPD programmes should take place at school where teachers have the opportunity to collaborate with others in an authentic context and where they can participate in the content of the CPD that directly meets their needs within their work context. The study has shown that science teacher development can be effective and successful when science teachers are able to talk with each other as part of the learning activities of the CPD programmes about what they are doing in the classroom, and how they can implement the ideas of the CPD programmes into their classroom and school settings. This might shed light on why teachers were either able or unable to put some aspects of their CPD learning into practice.