Participation In Continuing Professional Development Research Articles

Analysis on the Impact of English Teachers' Continuing Professional Development (CPD) on Teaching Ability: A Case Study of Applied Undergraduate Colleges in Henan Province

Background and purpose: With the rapid development of higher education in China and the rise of applied undergraduate colleges, the continuing professional development (CPD) of English teachers is becoming increasingly important. This study aims to explore in depth the impact of CPD on the teaching ability of English teachers in applied undergraduate colleges in Henan Province, analyse teachers' attitudes towards and participation in CPD and its effectiveness, and examine the role of demographic characteristics and teacher creativity in this process. Method: A mixed research method was used, combining quantitative and qualitative analysis. A questionnaire survey was conducted among 294 English teachers (with a 85.5% response rate) from 10 applied undergraduate colleges in Henan Province. The questionnaire included aspects such as teachers' background information, frequency of CPD participation, attitudes towards CPD, and perceived teaching ability. In addition, 20 semi-structured interviews and four focus group discussions (24 participants in total) were conducted to obtain more in-depth qualitative data. Descriptive statistics, correlation analysis and multiple regression analysis were performed using SPSS software, and Hayes' PROCESS macro was used to analyse moderated effects. Main results: Teachers had a generally positive attitude towards CPD (mean score 4.587/5), but institutional support was lower (mean score 3.326/5). There were significant differences in the frequency of participation in CPD activities: professional reading had the highest participation rate (65.9% participated frequently or very frequently), while industry-university cooperation had the lowest (only 22.8%). CPD had a positive impact on all aspects of teaching ability, especially technology integration (72.5% reported a significant or transformative impact). Multiple regression analysis showed that the frequency of CPD participation was the strongest predictor of perceived teaching ability (β = 0.458, p < 0.001), followed by attitude towards CPD (β = 0.265, p < 0.001). Teacher creativity significantly moderated the relationship between CPD participation and teaching competence (B = 0.087, p = 0.026), indicating that teachers with higher creativity are better able to translate their CPD experiences into teaching practice. Heavy workload (65.6%) and insufficient time (59.5%) were the main barriers to CPD participation. Technical training (64.9%) and reflective practice groups (59.2%) were the most popular types of CPD activities. Conclusions and recommendations: The findings of this study highlight the important role of CPD in improving the teaching capacity of English teachers in applied undergraduate institutions, while also revealing the challenges in the current implementation of CPD. Recommendations for educational institutions are as follows: Increase institutional support for CPD to create more time and resources for teachers to participate in CPD. Design a diversified CPD programme with a balanced mix of activities, with a particular focus on industry-university collaboration and action research. Focus on technical training and reflective practice to improve teachers' digital literacy and innovation capabilities. Develop personalised CPD pathways that take into account teachers' career stages, educational backgrounds and career aspirations. Explore more flexible CPD formats, such as microlearning modules or blended learning approaches, to overcome time and workload barriers. This study provides an empirical basis and practical guidance for the CPD of English teachers in applied undergraduate colleges in Henan Province and even in China, which is of great significance for improving teaching quality and student learning outcomes.

From field of dreams to back to the future? Exploring barriers to participating in continuing professional development (CPD) programs

BackgroundIn 2009, Yvonne Steinert et al., at McGill University, published a study exploring barriers to faculty development (FD) participation among urban faculty. Over a decade later, we set out to replicate and expand on that study to learn what has changed in continued professional development (CPD) and what the current barriers are to participation in CPD for specialists and family physicians in rural and urban locations.MethodsInformed by a collaborative inquiry research framework, we invited faculty across rural and urban Saskatchewan to focus groups and interview sessions. The results were analyzed for themes.ResultsThirty-four faculty members from both rural and urban areas participated in this study. Of these, 50% were female, 74% practiced in urban areas, and 56% had over 20 years of experience. Frequently cited reasons for nonparticipation included time constraints, organizational and logistical challenges, poor resonance with material and presenters, and lack of recognition for teaching provided. Racism contributed to feelings of disconnectedness among physician faculty members.ConclusionEven after more than a decade, our research uncovered consistent reasons for nonparticipation in locally organized CPD events. New findings highlighted feelings of disconnectedness, notably stemming from racism and workplace discrimination. However, with recent societal developments brought about by the COVID-19 pandemic, can we ride these major waves of change to a new future of engagement? The pandemic led to a shift to virtual and hybrid professional development programs, presenting both benefits and challenges. Additionally, the peri-COVID anti-racism movement may positively address previously unidentified reasons for nonattendance. Harnessing these major changes could lead to a new future of engagement for continued professional development.

Australian medical radiation practitioners perspectives of continuing professional development: An online cross-sectional study.

Continuing professional development (CPD) is mandatory for registered Australian medical radiation practitioners (MRPs) to maintain competence in their respective scopes of practice. The aim of this study was to explore MRPs attitudes, opinions and satisfaction towards CPD activities offered by the Australian Society of Medical Imaging and Radiation Therapy (ASMIRT). An online cross-sectional survey was emailed to 6398 ASMIRT members and included questions on: demographics, ASMIRT CPD activities, learning mode preferences, barriers and perceptions of CPD outcomes. Data were analysed using descriptive statistics and chi-square tests. The survey was completed by 1018 MRPs. While MRPs were satisfied with face-to-face CPD quality (n = 540, 58.1%) and provision (n = 492, 55.3%), they were dissatisfied with the quantity of online CPD activities (n = 577, 65.1%) delivered by ASMIRT. Online learning was the most preferred mode of CPD delivery (n = 749, 74.2%), followed by face-to-face (n = 643, 64.0%) and collaborative learning (n = 539, 53.4%). Younger participants (19-35 years) had positive opinions regarding ASMIRT CPD activities and outcomes. Access to professional development leave (PDL) supported achievement of mandatory CPD requirements (P < 0.001). Lack of time, lack of access and workload were the highest ranked barriers preventing CPD participation. Rural/remote MRPs were dissatisfied with availability (P = 0.023), access (P < 0.001) and adequacy of ASMIRT provided CPD (P < 0.01) and were more likely to encounter barriers to CPD participation (P < 0.001). Many MRPs experienced barriers which prevented them from participating in CPD. Provision of more online CPD activities by ASMIRT and access to PDL can assist. Future improvements will ensure MRPs remain motivated to engage in CPD to improve clinical skills, patient safety and health outcomes.

Reframing motivation as ‘investment’ in teacher continuing professional development

ABSTRACT This study is framed within Norton’s notion of ‘investment’ to explore the factors influencing teachers’ reasons and decisions to participate in continuing professional development (CPD) activities. Data were collected from 522 junior high school teachers in the Central region of Ghana using a survey and in-depth interviews. The findings reveal that teachers more frequently participated in informal CPD activities than in organised ones. Also, motivation to participate in CPD activities extended beyond intrinsic and extrinsic motivators to include sociocultural factors such as the nature of teachers’ identity and agency, which were shaped by existing contextual conditions in teachers’ professional practice. Such social conditions increased teachers’ expectations of resources from CPD participation. Therefore, teachers invested in CPD activities where their expectations of resources from participation outweighed the cost to be expended on such involvement. The study opens up a debate for rethinking teacher motivation to include the notion of ‘investment’ to provide a much deeper understanding of the complexities involved in teachers’ reasons for participating in CPD activities.

Teacher Participation in Continuing Professional Development: A Theoretical Framework

Given its importance and value in ensuring quality education, the Continuing Professional Development (CPD) of teachers draws significant attention from researchers. Research has thus focused on teachers’ CPD practices and the factors influencing those practices. However, a broad theoretical framework that relates teacher CPD participation factors to teacher characteristics and explains their interaction and the resultant CPD practices is yet to be developed. To address this gap, this article reviews literature on teacher CPD and synthesizes an empirically testable theoretical framework. The article begins by adopting a wide definition of teacher CPD as all learning that teachers undertake to improve their professional competencies, and proceeds to identify the essential aspects of teacher CPD and the factors that influence teachers’ participation in CPD. An analysis of the literature leads to the conclusion that teacher CPD is a context bound and goal-oriented learning activity, characterized by multiple aims, content, learning methods. By viewing teachers as adult learners and rational choice takers, principles of Adult Education Theory and propositions of the Rational Choice Theory are then used to explain the interaction of the factors and observed CPD practices. The article concludes by presenting several hypotheses and methodological implications arising from the framework.

Influence of a professional development programme on the life skills teaching practices of secondary PE teachers

ABSTRACT This study examines the influences of a one-year life skills-oriented continuing professional development (CPD) programme on PE teachers’ teaching practice. Based on Ball’s (2009) generative change model, the programme was designed to facilitate pedagogical connections between programme knowledge and teachers’ practices. Eight participants (4 males, 4 females) with 2–15 years teaching experience (M = 6.25, SD = 6.23) were selected. Data were collected from interviews with teacher participants, observation and texts retrieved from online chatroom messages exchanged from January 2018 to January 2019. Data were analysed using the case study approach and cross-case analysis for pattern recognition. The study findings show how the CPD programme influences teaching practice through four patterns: (a) generative improvement, (b) delayed improvement, (c) fluctuated practice and (d) stagnant practice. The findings also highlight how the process of change through CPD participation is challenging because the learning trajectories of teachers are mediated by the complex interplay between individual, programme and school contexts. Moreover, the importance of antecedents, such as prior beliefs and participant motivation, on CPD impacts, as well as the learning design characteristics for effective CPD programmes, are addressed.

Continuing professional development in Eswatini: Factors affecting medical practitioners' participation.

BackgroundThe availability of continuing professional development (CPD) activities does not necessarily translate into good participation by health practitioners. Reasons for low participation include time constraints, cost of some activities, irrelevant material and lack of access. This study aimed to explore the views of medical practitioners’ working in Eswatini regarding the factors that affect their participation in CPD programmes.MethodsA qualitative study using seven in-depth semi-structured interviews and three focus group discussions (FGDs) of medical officers working in the public heath sectors in Eswatini was conducted between November 2020 and February 2021. Open-ended questions were used to explore factors that both motivate and demotivate medical officers participation in CPD activities. The interviews and FGDs were audio-recorded and transcribed verbatim, the qualitative data were analysed using the thematic approach.ResultsThe emerging motivating themes described by the participants were: (1) professional responsibility and (2) personal interest and learning need. Whilst the demotivating factors were: (1) non-relevance to clinical practice, (2) cost of participation, (3) lack of reward, and (4) no recognition for staying up-to-date.ConclusionThe motivating factors are associated with deep learning and linked well with the principles of adult learning. The demotivating factors found were in keeping with findings from other studies in a variety of countries. It is important for the Medical Council and CPD organisers to be aware of the different motivations and de-motivations for practitioners to engage in CPD to enable them to plan and implement their programmes effectively.

Evaluating librarian continuing professional development: Merging Guskey's framework and Vygotsky Space to explore transfer of learning

The aims and motivation for training and continuing professional development (CPD) for librarians are many and varied, depending on the organizational context and the needs of participants. How to evidence the transfer of learning from CPD activities to the workplace has long troubled academics in the management field but has not been a topic of focus in the librarianship discipline. The results of a study testing a new approach to the assessment of CPD outcomes for individual librarians, their workplaces, and their patrons are presented. Adapting Guskey's (2000) framework for assessing teacher CPD, two questionnaires were designed to assess the short-term and long-term outcomes of CPD. The analysis indicates that the approach was effective in identifying how participation in CPD inspires change first in individual professional practice and then organizational learning, resulting in service innovations for the benefit of the whole community. The process is conceptualized through Vygotsky Space.

Measuring impacts of continuing professional development (CPD): The development of the CPD impacts survey (CPDIS)

Introduction Evaluating continuing professional development (CPD) programs is essential to demonstrate their value to participants and their institutions, and to inform the improvement and quality of CPD programs. Existing surveys measure a narrow range of impacts. This study developed a survey that can measure a broad range of impacts of CPD programs, not just those that are easily measured such as knowledge, skills, attitudes and confidence. Method The development of the CPD Impacts Survey (CPDIS) was informed by best practice guidelines. A systematic scoping review, qualitative interviews, and existing survey instruments were used to develop the initial survey items. Past participants from two international health professions education institutes completed the survey (n = 292). Principal component analysis (PCA) was used to refine the survey. Results The PCA provided a three-component solution. Component 1 (learnings and self-efficacy), Component 2 (networking and building community), and Component 3 (achievement and validation) comprising 47, 14, and 13 items, respectively. The three components had high internal consistency (α = .98, α = .95, α = .92, respectively). Conclusion The CPDIS is the first survey to assess a broader range of impacts of CPD programs. Given the substantial financial and opportunity costs of participation in CPD, the CPDIS will allow more efficient and accurate evaluation of the utility and value of CPD programs.

Continuing Professional Development: Perspectives of Kenyan Nurses and Midwives

Background: The purpose of this paper is to report the perceptions of continuous professional development by the nurses and midwives in a low resource country. These findings are part of a larger study on the experiences of nurses and midwives providing postpartum care in rural areas of Kenya. Besides being the main healthcare providers in rural areas, nurses in low resource countries have limited access to continuous professional development. Research design: This is a qualitative research guided by critical theory and Foucault’s concepts of power and knowledge. Focused ethnography provided the framework of data collection and analysis. 23 in-depth interviews were contacted, and thematic analysis was used for data analysis. Reflexive memos kept throughout the research process helped to ensure the trustworthiness of data. Findings: This paper will focus on the theme of continuing professional development (CPD) as a resource for a healthy work environment. While the knowledge of the nurses and midwives allowed them to provide care to the mothers and their infants adequately, personal and structural barriers prevented them from participating in continuing professional development. Discussion and Conclusion: A well-prepared nursing and midwifery workforce could have the capacity to transform the health outcomes of their clients through the application of evidence-based practices. Therefore, courses that are context-appropriate and meet the needs of different learners should be available to support the nurses’ and midwives’ professional growth. There is a need for more research on the nurses’ and midwives’ participation in CPD in Kenya, and the effect of CPD on specific health outcomes.

Perceptions and satisfaction of a mandatory continuing professional development programme amongst Aotearoa New Zealand podiatrists

BackgroundAotearoa New Zealand (NZ) registered podiatrists are required to participate in a mandatory continuing professional development (CPD) programme. This study investigated podiatrist’s perceptions and satisfaction surrounding mandatory CPD requirements following the implementation of a new 2-year CPD programme.MethodsA cross-sectional study of NZ registered podiatrists was conducted between October 9th and December 9th, 2020. Data was collected using a web-based survey. The 39-item survey included questions to elicit participant characteristics, perceptions of CPD, difficulties undertaking CPD, and satisfaction with the new CPD programme. The survey findings were reported using descriptive statistics and conventional content analysis.ResultsOne hundred and thirty-four podiatrists completed the survey. Most respondents worked in private practice (n = 107, 80 %), were in full-time employment (n = 83, 62 %), and had greater than 16 years of work experience (n = 73, 54 %). Respondents agreed it was important to engage in CPD (n = 126, 94 %) and reported that knowledge gained from CPD contributed to their daily work (n = 78, 58 %). 44 % (n = 58) reported difficulties keeping up to date with CPD. The main barriers to CPD participation reported were workload (n = 90, 67 %) and lack of time (n = 84, 63 %). Three categories (understanding the CPD programme; access to CPD; and time to complete CPD) were identified from the qualitative analysis to describe why it was difficult to meet CPD requirements.ConclusionsNZ podiatrists value CPD and are satisfied with most aspects of the mandatory CPD programme apart from the hours attributed to compulsory activities. The current approach to cultural safety CPD requires revision, with a move away from a time-based approach to a system that promotes an understanding and relevance to practice. Lack of time, practice workload, financial barriers, geographical location, and employment context were factors that influenced a practitioner’s ability to engage in CPD. Facilitation of CPD activities that are flexible to ensure relevance to the practitioner’s specific work within their scope of practice, and that can occur in the workplace environment, may address barriers and increase engagement with to CPD activities.

Filipino senior high school teachers’ continuing professional development attitudes: Exploring the roles of perceived demand amid a national education reform

The professional development of teachers is an important component of quality standards for any educational system, as teachers’ engagement in continuing professional development (CPD) activities are related with aspects of professional commitment and satisfaction. In this study, we explore how perceived demands of a national educational reform in the Philippines are associated with different indicators of senior high school teachers’ professional development. A survey of 289 teachers recruited to teach senior high school for the first time in the Philippines indicated that perceived demand was not associated with CPD participation intentions, but that perceived demand related to job requirement and to career planning had different associations with attitudes towards CPD. These different associations can be viewed as adaptive responding to the uncertainties in their changing work environment. The implications for conceptualizing the context of teachers’ professional development, and the external factors that strengthen or weaken teachers’ positive attitudes towards CPD are discussed.

An evaluative inquiry into continuing professional development: understanding faculty perceptions

ABSTRACT This article is comprised of the results of a developmental evaluation inquiry into continuing professional development (CPD) at a college in Western Canada. Since 2015, despite having one of the most generous CPD budgets among all colleges in the region, the faculty participation rate in CPD has ranged between approximately 48% and 56%. Patton’s ‘What? So What? Now What?’ inquiry framework was used to investigate why more faculty were not accessing CPD funds. This article also includes an examination of the intersection between professional identity and self, and offers some recommendations that could positively impact faculty participation in CPD. Key recommendations include creating a stronger workplace for faculty members, recognizing CPD as a key factor in supporting excellence in teaching and learning, capitalizing on mid-career academics, and exploring self-reflection as a tool for faculty members to identify and pursue meaningful CPD.

Continuing professional development: Awareness, attitude, facilitators, and barriers among nurses in the Philippines

Background &amp; Aim: Mandatory Continuing Professional Development (CPD) remains to be an issue among nurses. The relatively new implementation of the CPD Act in the Philippines has led to varying perceptions and oppositions that warrant exploration. This study aimed to determine the awareness, attitude, facilitators, and barriers to CPD among hospital nurses in the Philippines. Methods &amp; Materials: This study employed a descriptive, cross-sectional survey design with 237 randomly selected nurses in tertiary hospitals in Iloilo City, Philippines. Self-administered instruments were used to gather self-report data. Data were analyzed using descriptive statistics, ttest, ANOVA, and Pearson’s r. Results: Results indicated that nurses were moderately aware of the CPD law (M=2.31; SD=.31), were positive about the importance of CPD (M=3.91; SD=.72) but were ambivalent toward CPD implementation (M=5.98; SD=2.01). Attitude toward CPD importance significantly differed (p=.000) across age group. Awareness of CPD law (p=.000) and attitude toward the importance of CPD (p=.000) were significantly related to their attitude toward the implementation of CPD. Awareness that CPD is a requirement for license renewal (90.7%), knowledge that it can help improve skills at work (78.9%), and sponsorship from the organization (62%) were considered the major facilitators while cost (98.75%), not available to all staff (61.6%), and time-related factors (60.3%) were the major barriers to CPD participation. Conclusion: Along with current efforts to strengthen CPD in the country, it is hoped that identification of knowledge gaps and addressing the barriers may lead to better understanding, acceptance, and participation of nurses to mandatory CPD.

Continuing professional development for GPs in Myanmar: a pilot programme.

The quality of general practice in Myanmar is currently highly variable. No formalised system of revalidation yet exists and so engagement with continuing professional development (CPD) activities and motivation to further one's own knowledge is sporadic. To train GPs in three key areas; 1) recording CPD activities and maintaining a portfolio logbook; 2) reflecting on learning; and 3) what a future formalised CPD credit system may involve. Sixty-one GPs were recruited in March 2019 and given training on the above. Logbooks were issued, which were completed by the GPs while attending a simultaneous 3-month 'GP CPD Refresher' course, organised by the GP Society of Myanmar. The logbooks were then marked and individualised feedback given before issuing CPD accredited certificates. All GPs agreed the pilot helped them to better understand how to maintain a CPD logbook and the importance of doing so (retention rate = 67%). All GPs also reported they would now be more likely to continue to keep a portfolio. Finally, all GPs surveyed felt a credit reward system, used as tangible evidence of CPD participation, would positively influence their future engagement with CPD. Improving general practice is a key component in helping Myanmar develop its healthcare system; one step required is making engagement with CPD compulsory for the revalidation of clinicians. This pilot has highlighted existing inadequacies within current training of GPs, as well as the potential benefits of implementing a CPD credit reward system.

Nurses’ Awareness and Participation in Mandatory Continuing Professional Development in the Philippines: A Pilot Survey

Introduction: Mandatory Continuing Professional Development (CPD) in the Philippines is relatively new. The purpose of the study was to determine nurses’ awareness and participation in CPD in the Philippines. Methods: This descriptive survey was conducted among nurses (n=30) in a private hospital in Iloilo City. A researcher-made survey tool was used to gather data. Data were analyzed using descriptive statistics and Mann-Whitney U to test for differences between variables. Results: Results indicated that were nurses were generally aware of the CPD law and its implementing rules and regulations (IRR). However, while nurses understood the concept of CPD and the renewal requirements of the CPD Act, more than half were not aware of learning activities under Self-Directed Learning and that nurses can earn CPD credit units through online CPD programs. Almost half were unaware that excess CPD cannot be carried over to the next three-year period, and more than one-third were unaware that only completed post baccalaureate degree programs can be used to earn CPD credit units. There were no significant differences in the awareness of nurses when grouped according to sex, age, civil status, position, salary, and length of work experience. Seminars and workshops were the most common CPD activities participated by nurses in the last 12 months. Conclusion: Addressing the common information gaps regarding the CPD law identified in this study may assist in increasing nurses’ support in the implementation of the mandatory CPD among nurses.

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.

Landscape of secondary physical education teachers’ professional development in South Korea

ABSTRACT The purpose of this study was to examine the landscape of continuing professional development (CPD) for Korean secondary physical education (PE) teachers. Specifically, teachers’ perceptions of the characteristics of CPD, factors determining the effectiveness of CPD, and outcomes of CPD were examined. Data were collected from online questionnaires (n = 251) and in-depth interviews with secondary PE teachers (n = 20). The quantitative data were analyzed using SPSS 20.0 and the qualitative data were subjected to content analysis using NVivo11. The findings revealed that Korean PE-CPD was characterized as (a) excessively institution-based, (b) distorting teachers’ patterns of CPD participation depending on years of teaching experience, and (c) emphasizing sport skills development. The teachers described an effective PE-CPD program as having (a) novel, relevant, and practical content, (b) an active, interactive, and collaborative structure, and (c) a knowledgeable, open, and risk-taking program facilitator. CPD was perceived to have predominantly proximal outcomes, such as the acquisition and application of knowledge and skills for immediate use, indicating that the traditional format of CPD is limited in promoting teachers’ continuous learning. The discussion addresses teachers’ agentic actions through the processes of interpretation, decision-making and perception, framed by values and teacher education traditions within a Korean social context.

Continuing professional development of academic librarians in Trinidad and Tobago

PurposeThis study aims to present a detailed investigation into the approaches of academic librarians in Trinidad and Tobago in pursuing continuing professional development (CPD) activities. The paper also examines the extent of their participation in CPD at both the institutional and external levels in contributing to the development of their careers.Design/methodology/approachThe instrument used was a questionnaire which assesses the effectiveness of the librarians in their involvement in and attitude toward CPD activities.FindingsThe paper demonstrates the active role and willingness of academic librarians in Trinidad and Tobago in providing and participating in CPD training and support to library and information personnel at both the national and international levels.Originality/valueThe paper underscores the effectiveness of a group of academic librarians in Trinidad and Tobago who pursue and provide a high level of CPD activities to professionals.

The current status of RANZCP CPD 2017 programme: a shift to regulation.

This paper outlines the current status of the Royal Australian and New Zealand College of Psychiatrists' (RANZCP) Continuing Professional Development (CPD) programme, its main drivers and influences, and outlines potential future changes. The three features that appear to be essential for an effective CPD programme are the presence of high internal motivation for CPD participation, membership valuing workplace learning, and to ensure that the content for learning remains largely work-focused. The need to incorporate best learning evidence has witnessed the international trend to include peer, reflective and interactive learning tasks into the CPD programme. For this latter change to be successful, members need to be informed about the value of these new and different learning methodologies.