Continuing Professional Development Requirements Research Articles

An evaluation of dental continuing professional development programs in the USA and Canada.

This research explores continuing professional development (CPD) requirements for dental regulatory/licensing authorities located in the USA/Canada and their preferences toward different learning and assessment strategies. Data were first retrieved through an environmental scan of CPD requirements posted on the websites for the 62 regulatory/licensing authorities located in the USA/Canada. Subsequently, an electronic questionnaire was distributed to the appropriate contact at each regulatory authority to capture additional data related to knowledge and preferences. The environmental scan revealed that Canadian CPD programs had a significantly higher (p<0.05) average of required CPD hours (26.67±5.44) when compared to the USA (18.20±4.23). For the survey component, 35 completed responses were received (response rate 56%). A total of 54% of respondents selected from a Likert scale that they "rarely" incorporate formative assessments, and 68% only "sometimes" or "often" incorporate summative assessments into their CPD programs. Additionally, 63% of respondents "never" incorporated predisposing activities, and 57% "never" incorporated reinforcing activities. It was perceived that renewal fees were insufficient to finance ongoing CPD costs (60%) and external industry sponsorships were required to sustain programs (43%). Respondents indicated that there is an insufficient number of evidence-based courses available in a variety of dental disciplines. Formative and summative assessments and predisposing and reinforcing learning activities were not viewed as essential tools in CPD programs. Costs and human resources could be possible obstacles in incorporating learning activities and assessments. Future studies can build from the initial results of this study to improve the quality of learning in CPD programs.

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

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

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.

Thought Leader Perspectives on the Benefits, Barriers, and Enablers for Routinely Collected Electronic Health Data to Support Professional Development: Qualitative Study.

Hospitals routinely collect large amounts of administrative data such as length of stay, 28-day readmissions, and hospital-acquired complications; yet, these data are underused for continuing professional development (CPD). First, these clinical indicators are rarely reviewed outside of existing quality and safety reporting. Second, many medical specialists view their CPD requirements as time-consuming, having minimal impact on practice change and improving patient outcomes. There is an opportunity to build new user interfaces based on these data, designed to support individual and group reflection. Data-informed reflective practice has the potential to generate new insights about performance, bridging the gap between CPD and clinical practice. This study aims to understand why routinely collected administrative data have not yet become widely used to support reflective practice and lifelong learning. We conducted semistructured interviews (N=19) with thought leaders from a range of backgrounds, including clinicians, surgeons, chief medical officers, information and communications technology professionals, informaticians, researchers, and leaders from related industries. Interviews were thematically analyzed by 2 independent coders. Respondents identified visibility of outcomes, peer comparison, group reflective discussions, and practice change as potential benefits. The key barriers included legacy technology, distrust with data quality, privacy, data misinterpretation, and team culture. Respondents suggested recruiting local champions for co-design, presenting data for understanding rather than information, coaching by specialty group leaders, and timely reflection linked to CPD as enablers to successful implementation. Overall, there was consensus among thought leaders, bringing together insights from diverse backgrounds and medical jurisdictions. We found that clinicians are interested in repurposing administrative data for professional development despite concerns with underlying data quality, privacy, legacy technology, and visual presentation. They prefer group reflection led by supportive specialty group leaders, rather than individual reflection. Our findings provide novel insights into the specific benefits, barriers, and benefits of potential reflective practice interfaces based on these data sets. They can inform the design of new models of in-hospital reflection linked to the annual CPD planning-recording-reflection cycle.

'I think that's what I heard? I'm not sure': Speech and language therapists' views of, and practices in, phonetic transcription.

Phonetic transcription is recognized in regulatory standards as an essential skill for Speech and Language Therapists (SLTs) in the assessment, diagnosis and management of clients with speech difficulties. Previous research has identified that approaches to phonetic transcription vary, and that SLTs often lack confidence in transcribing. However, SLTs' views and working practices have not been investigated in detail, particularly in terms of whole service approaches and following the recent increase in telehealth. To investigate SLTs' views about phonetic transcription, their working practices at both individual and service levels, and the factors that influence these. A total of 19 SLTs from the UK were recruited to online focus groups via social media and local networks. Participants discussed their views of, and practices in, phonetic transcription. Themes were identified using reflexive thematic analysis. Three broad themes were generated division and unity; one small part of a big job; and fit for purpose. SLTs were uniformly proud of their ability to phonetically transcribe and viewed this as a unique skill, but clear differences existed between different groups of SLTs in their views and practices. Investing in phonetic transcription was not always a priority for SLTs or services, and although many felt under-confident in their skills they considered these to be adequate for the populations they usually encounter. SLTs make an early judgement about possible therapy targets, which influences the level of detail used in their phonetic transcription. Practical barriers are often not addressed at service level, and assessment via telehealth poses some specific challenges. SLTs and services would benefit from increased investment in phonetic transcription in terms of time, opportunities for continuing professional development (CPD) and initiatives such as electronic patient records (EPRs) which support the use of phonetic symbols. Identifying target sounds at an early stage raises questions about the implications of disregarding other features of speech, and the selection of appropriate intervention approaches. Further research is needed to analyse actual rather than reported practices, and to consider the relationship between phonetic transcription and intervention approaches. Future studies could also identify precise CPD requirements and evaluate the effectiveness of CPD. What is already known on the subject Previous research has demonstrated that SLTs often lack confidence in phonetic transcription and that practices are varied, with relatively little use of narrow transcription. SLTs are interested in opportunities to maintain and develop transcription skills but do not often undertake CPD for transcription. What this paper adds to existing knowledge By using focus groups as a forum for discussions, this study provides a rich and detailed insight into SLTs' views about clinical transcription and their working practices, with previously unreported details about the reasons for these practices in a clinical context and at a service-wide level. What are the potential or actual clinical implications of this work? Transcription is often de-prioritized in non-specialist contexts, with practical barriers and a lack of clear and consistent protocols at a whole-service level. There is an opportunity for service managers to address the systemic difficulties in using transcription effectively by raising the profile and value of transcription amongst clinicians, and promoting CPD opportunities, using the findings of this study as a rationale for funding this. Together, these recommendations have the potential to improve client outcomes through more accurate assessment and diagnosis, and hence more appropriate intervention.

Factors Enabling and Constraining CPD compliance amongst South African Dental Technicians practising in KwaZulu-Natal, South Africa.

Health professions’ regulatory bodies are experiencing numerous challenges with compliance to Continuing Professional Development (CPD) requirements. The South African Dental Technicians Council (SADTC) stipulates that dental technicians be CPD compliant and accrue an annual minimum of 30 Continuing Educational Units (CEUs). The SADTC acknowledged that there is a lack of compliance with CPD by dental technicians. The study aimed to elicit dental technicians’ opinions on, and experiences of, continuing professional development. The study utilized a descriptive cross-sectional research design within a quantitative framework. A purposeful sampling technique was used to select and invite registered dental technicians (n=103) from KwaZulu-Natal (KZN).Dental technicians (n =103) in KZN were invited to participate in the study by completing an online questionnaire, which elicited their experiences with regards to meeting their CPD requirements. Dental technicians preferred formal, employer-funded CPD activities that are conducted during working hours as compared to online CPD activities. Dental technicians acknowledged that mandatory CPD is a costly requirement. They further recognised that they were unaware of non-attendance based CPD activities as methods of accruing CEUs. The study revealed that dental technicians in KZN experience challenges in being CPD compliant.

Time for change? A qualitative exploration of the educational preparation and subsequent continuing professional development needs of nurse and midwife prescribers

Aim/objectiveThe aim of this study was to explore nurse and midwife prescribers’ perception of their educational preparation for the role and identify continuing professional development (CPD) requirements to generate practitioner-based knowledge with the potential to inform education and research, policy and practice. BackgroundEducational preparation for the nurse and midwife prescribing role has remained relatively unchanged since its introduction and follows a model whereby practitioners engage in theoretical learning and learning situated within the clinical environment, facilitated by a dedicated medical mentor. No significant examination of this preparation has been undertaken in Ireland since 2009. DesignThis was a qualitative study, guided by elements associated with hermeneutic phenomenology. MethodsFollowing research ethics approval and informed consent, 16 participants from 2 maternity hospitals participated in one-to-one audio recorded semi-structured interviews. ResultsParticipants experience of the education programme varied with some acknowledging the importance of a broad pharmacological module whereas others believed it to be irrelevant given their prescribing scope was in many instances quiet narrow. The experience of being mentored by a medical doctor ranged from a positive learning experience to one which did not contribute to learning. Barriers to engaging with CPD were identified along with advancements in the practice arena which identify additional CPD requirements. ConclusionsThis study has generated practitioner-based knowledge which provides direction for future developments in the educational preparation of nurse and midwife prescribers, particularly around pharmacology and mentorship and outlines specific CPD requirements for practitioners.

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.

Non-compliance with continuing professional development requirements: Perspectives of emergency medical care practitioners in a resource-poor setting

IntroductionIn 2002, the Health Professions Council of South Africa (HPCSA) made continuing professional development (CPD) a mandatory requirement for all registered healthcare practitioners. However, the latest (2017/2018) HPCSA report states that there is still a generally low level of compliance to CPD requirements by emergency medical care practitioners (EMCPs) nationwide.MethodsThis was a descriptive study that made use of a questionnaire survey administered to 261 EMCPs.ResultsOf the 261 questionnaires that were distributed, 247 were returned, giving a response rate of 94.6%. More than half (50.6%) of the EMCPs indicated that they lack knowledge on the HPCSA-recommended CPD requirements for EMCPs, and 54% stated that they do not have CPD portfolios. EMCPs listed the factors that hinder attendance of CPD activities: lack of information about the CPD activities (72.7%); cost of attending CPD events (70.6%); limited availability of CPD activities (70.6%); transportation problems (68.5%); timing of CPD activities (68.2%); difficulty in getting nominated to attend CPD activities (65.5%); and lack of personal funds (65.1%). Furthermore, EMCPs indicated that lack of internet access (45.5%) and poor knowledge of how to use the internet (15.2%) hinder them from accessing the internet for professional learning.ConclusionTo provide the best care to patients, healthcare professionals must commit to lifelong learning. Participating in CPD activities has been endorsed as a means for maintaining and updating professional competence. Identifying and alleviating barriers that limit engagement in CPD activities will ensure that EMCPs attain the required professional competence.

Continuing professional development requirements for UK health professionals: a scoping review

ObjectivesThis paper sets out to establish the numbers and titles of regulated healthcare professionals in the UK and uses a review of how continuing professional development (CPD) for health professionals...

Tackling the challenge of the impact of continuing education: An evidence synthesis charting a global, cross-professional shift away from counting hours.

Health professionals worldwide are required to maintain their knowledge and skills through continuing education. However, there is limited evidence that the accumulation of hours of educational activity enhances practice. The aim of this study was to review evidence of the impact of continuing professional development (CPD), best educational practice and new models of CPD requirements. We conducted a rapid evidence synthesis, reviewing literature and websites on continuing education for healthcare and non-healthcare professionals. We extracted data from 184 publications. Evidence of changed practice and improved patient care is uncommon in studies of CPD. What evidence there is suggests that activities are more likely to have impact if a combination of methods is used and if they are aligned with learning needs. Impact is also affected by the learner and their work environment. In terms of CPD requirements, we identified three models: input-based; outcomes-based and mixed models. We found a clear shift from quantitative, time-serving, input-models to outcomes-focused models which emphasise the identification of learning needs, selection of educational activity relevant to practice and reflection on practice improvement. Across a range of professions, recently updated CPD regulations no longer require registrants to accumulate CPD hours/points/credits. Outcomes-based models support registrants' engagement in relevant, meaningful CPD which holds greater potential to positively impact on practice and strengthen patient safety. In funding this study, the UK General Dental Council exemplifies its commitment to reviewing its CPD requirments.

Attitudes towards continuing professional development: a qualitative study of Australian paramedics

BackgroundIn December 2018 Australian paramedics and the paramedicine discipline became nationally registered under the Australian Health Practitioner Regulation Agency (AHPRA). Paramedics are now required to register and satisfy registration requirements in order to work as a paramedic. One of the mandatory registration standards is continuing professional development (CPD). This study examines attitudes and perceptions held by Australian paramedics in relation to CPD. MethodsA qualitative research project was undertaken using semi-structured interviews. A purposive snowballing sampling technique was employed to invite paramedics currently working in Australia to participate in telephone-based interviews. Data were analysed using a thematic analysis approach. The transcripts were read several times to determine repeated themes and these themes were then coded by two authors. Data saturation was considered to have occurred after 18 interviews. ResultsEighteen paramedics responded and were interviewed; 16 of the respondents were male with the majority coming from Victoria. Broadly, four key themes were identified from analysis of the interviews. These included: 1) identification of CPD activities and requirements, 2) motivation, 3) factors influencing choice of activity, and 4) barriers.ConclusionThere was general acceptance of the need for paramedics to stay up-to-date with current practice. Generally, this was seen as a responsibility of the employer but some individuals made the distinction between employment requirements and professional requirements. We would encourage ongoing research in this area particularly as CPD develops over time for paramedicine in Australia.

Unleashing the Powers Within: Delving Into Our Own Talents to Provide Effective CPD

Teaching is a dynamic process and requires teachers to be become lifelong learners who can demonstrate their ability to change their instruction practice in line with educational needs. Continuing professional development (CPD) is the means by which teachers develop the knowledge and skills to enhance their teaching and learning experience of their students. CPD has the potential to provide the tools to enable the smooth implementation of new pedagogical methodologies and subject content. Due to my current geographical location, there were few CPD courses or programs available for me to attend. Through this research, I wanted to complete a self-reflective study, by developing my own knowledge and skills in the area of action research (AR), and to establish if AR was an effective form of CPD. If I successfully concluded that AR was an effective form of CPD, I subsequently wanted to establish if AR could contribute to a lifelong structured program of CPD. As a result of self-reflection and research, I identified AR as a skill that had the potential to satisfy the shortcomings in my own CPD. In collaboration with students and colleagues, an AR study was implemented in the physical education program to bring about enhancements in my teaching strategy. This case study demonstrates that I became a skilled reflective practitioner, and by embedding an AR approach into my teaching strategy, I could provide enhancements in teaching and in the learning experience of students. By developing my skills of a practitioner researcher, I could use AR as a means to support and complement my own CPD requirements. AR proved to be a useful form of CPD in physical education. It supported and complemented the role of CPD to give me the opportunity to update my skills and knowledge, to engage in reflection, and to collaborate with students and colleagues. It satisfied my need to implement enhancements in my teaching and in the learning experience of my students. AR appears to support a model of effective CPD that could contribute to a lifelong and sustained program of development for a teacher. But it should only be undertaken in conjunction with a broader structured program of CPD. Subscribe to TPE

CPD needs of opioid nurse prescribers: A survey

Background: The Misuse of Drugs Act non-medical prescribing legislation permits nurse independent prescribers (NIPs) to prescribe any controlled drug that is within their scope of professional practice. Continuing professional development (CPD) is essential for safe effective prescribing and is required for professional revalidation. This study was conducted to explore the educational requirements of non-medical opioid prescribers. Methods: Informed by a critical realism position, an electronic survey was distributed to 147 NIPs working in a Scottish NHS Health Board. The aim was to identify how many NIPs were prescribing opioids and to explore their CPD requirements regardless of whether they prescribed opioids or not, including preferred method of delivery of education and to explore whether the single competency framework was sufficient to facilitate safe and effective prescribing. Results: The response rate was 46% (n=68). The majority of respondents (69%, n=37) prescribed opioids. Ninety-four percent of respondents (n=64) stated they felt that ongoing education was necessary to ensure safe opioid prescribing practice. Face-to-face methods of learning in small group discussions were the preferred option. Two thirds of the respondents (66%, n=45) felt that there should be protected time for prescribing CPD and 64% (n=27) felt the single competency framework provided a good standard for prescribing CPD. Conclusions: The results from this study suggest that nurses are prescribing opioids in acute and community hospitals. Group opioid education is recommended and using a structured competency framework to inform clinical practice may ensure safe, effective prescribing practice.

Meeting the needs of revalidation: an audit of colorectal nurse education

In 2016, the Nursing and Midwifery Council (NMC) made changes to the way in which nurses are registered. All nurses working in the UK need to ensure that they are appropriately trained in line with these changes. NMC revalidation is a way of assessing continuing professional development (CPD), and it requires that nurses demonstrate the ways in which they are keeping their knowledge and skills up-to-date. These evolving CPD requirements raise a number of issues related to nurse education. Two purpose-designed audits were created to assess these issues in two specialist colorectal wards. The results showed that many nurses were unable to prove their level of training was adequate to revalidate their nursing registration. Any deficiencies in post-registration nursing education need to be identified and addressed to ensure that nurses are able to fulfil professional requirements and function effectively in their roles.

Partnering to develop a continuing professional development program in a low-resource setting: Cambodia

ObjectiveTo design and implement a continuing professional development (CPD) program for Cambodian ophthalmologists. DesignPartnering (twinning) between the Royal Australian and New Zealand College of Ophthalmologists (RANZCO) and the Cambodian Ophthalmological Society (COS). ParticipantsPracticing ophthalmologists in Cambodia. MethodsA conjoint committee comprising 4 ophthalmologists from RANZCO and 3 ophthalmologists from COS was established, supported by a RANZCO administrative team experienced in CPD administration. CPD requirements and recording were adapted from the RANZCO CPD framework. Cambodian ophthalmologists were surveyed during program implementation and after handover to COS. ResultsAt the end of the 3-year program at handover to COS, a CPD program and online recording system was established. All 47 (100%) practicing ophthalmologists in Cambodia were registered for CPD, and 21/47 (45%) were actively participating in the COS CPD program online recording. Surveys of attitudes toward CPD demonstrated no significant change. ConclusionsPartnering was moderately effective in establishing a CPD program for Cambodian ophthalmologists. Uptake of CPD may have been limited by lack of a requirement for CPD for continuing medical licensure in Cambodia. Follow-up will be necessary to demonstrate CPD program longevity.

The experience of continuing professional development and its impact on clinical practice

ABSTRACTThis article reports on three key findings of pluralistic research into psychotherapists’ experience of continuing professional development (CPD). A qualitative enquiry with five therapists utilising Interpretative Phenomenological Analysis, was supplemented with a questionnaire completed by an additional 41 therapists and a review of the CPD requirements of the leading professional bodies. This research indicates that therapists are dedicated to self-development but the nature of their development is emergent rather than planned; and life experiences, learning from clients and acceptance in the professional community are valued above more traditional concepts of CPD.

Pharmacy career one of lifelong learning

I am pleased to be given this opportunity to highlight the importance of lifelong learning to young pharmacists just starting out, and to help with their understanding of the transition from study to work. The protection of the public by ensuring the high-quality education and training of health practitioners is just one of the objectives of the National Registration and Accreditation Scheme1 that regulates 14 health professions, including pharmacy. The key role of the Pharmacy Board of Australia (the Board) in the scheme is to keep the public safe by ensuring access to qualified and competent pharmacists to provide quality care. The Board does this by: For our communities’ pharmacists, their journeys started with a period of study to complete an approved qualification followed by a period of supervised practice (internship), completed in accordance with the requirements set out in the Board's Registration standard: Supervised practice arrangements. Before gaining general registration, other hurdles need to be cleared by interns, including completion of an intern training program (ITP) and passing the Board's registration examinations. Once interns demonstrate they have met the entry level competencies outlined in the National Competency Standards Framework for Pharmacists in Australia, 20102 and gain general registration, their scopes of practice will further evolve as pharmacy practice evolves and as they pursue their professional interests. It follows that to meet these additional competencies, newly registered pharmacists need to demonstrate their commitment to lifelong learning and meet their ongoing professional development obligations to maintain their competence to practise. This is one of the requirements for renewal of general registration. Lifelong learning concepts are applied and adopted during the internship to equip pharmacists with the skills to meet their ongoing professional development obligations. Like other pharmacists, intern pharmacists undertake at least 40 continuing professional development (CPD)3 credits during their 12 month registration period (internship). This may not coincide with the 12 month CPD recording period for pharmacists, being 1 October to 30 September each year. However, interns must complete the same annual CPD requirements as pharmacists with general registration. An intern is required to develop a CPD plan for their internship period that includes CPD activities that are separate or in addition to the intern training program activities and on-the-job training activities. Most activities arising from self-reflection or performance appraisal to address gaps in knowledge and to maintain and further develop skills are suitable for inclusion in an intern's CPD plan. During their internship, an intern can seek guidance from their preceptor and consult their ITP provider to ensure they maintain a CPD plan/records in accordance with the Board's Guidelines for continuing professional development.4 The Board has developed a blank template CPD plan/record5 so all pharmacists can develop and maintain their own CPD plan, and record the activities carried out. A number of pharmacy professional organisations provide CPD templates and recording tools as part of their membership services and these are acceptable, provided they meet the requirements specified in the Board's CPD registration standard and guidelines. Toward the end of their internship, interns submit their CPD plan/records to their ITP provider as part of the assessment of successful completion of the ITP program. This will prepare them for any future audit of their compliance with the Board's Registration standard: Continuing professional development. Preceptors and supervising pharmacists play an important role in interns addressing lifelong learning obligations as they impart useful knowledge to interns about their own experiences. Such mentoring not only helps interns to meet the entry level competencies for future practice, but also provides interns with useful experience which can be applied subsequent to general registration when they too will play an important role in the development of new members of the profession.

Training on the use of a bespoke continuing professional development framework improves the quality of CPD records.

Using continuing professional development (CPD) as part of the revalidation of pharmacy professionals has been proposed in the UK but not implemented. We developed a CPD outcomes framework ('the framework') for scoring CPD records, where the score range was -100 to +150 based on demonstrable relevance and impact of the CPD on practice. This exploratory study aimed to test the outcome of training people to use the framework, through distance-learning material (active intervention), by comparing CPD scores before and after training. Pharmacy professionals were recruited in the UK in Reading, Banbury, Southampton, Kingston-upon-Thames and Guildford in 2009. We conducted a randomised, double-blinded, parallel-group, before and after study. The control group simply received information on new CPD requirements through the post; the active intervention group also received the framework and associated training. Altogether 48 participants (25 control, 23 active) completed the study. All participants submitted CPD records to the research team before and after receiving the posted resources. The records (n = 226) were scored blindly by the researchers using the framework. A subgroup of CPD records (n = 96) submitted first (before-stage) and rewritten (after-stage) were analysed separately. Scores for CPD records received before and after distributing group-dependent material through the post. Using a linear-regression model both analyses found an increase in CPD scores in favour of the active intervention group. For the complete set of records, the effect was a mean difference of 9.9 (95 % CI 0.4-19.3), p value = 0.04. For the subgroup of rewritten records, the effect was a mean difference of 17.3 (95 % CI 5.6-28.9), p value = 0.0048. The intervention improved participants' CPD behaviour. Training pharmacy professionals to use the framework resulted in better CPD activities and CPD records, potentially helpful for revalidation of pharmacy professionals.

What are OERs and MOOCs and what have they got to do with prep?

As technology advances and becomes more accessible, it offers midwives a greater variety of ways to meet prep (continuing professional development (CPD)) standards ( Nursing and Midwifery Council, 2011 ) and, at the end of 2015, its successor, revalidation. The concepts of online learning and open educational resources (OERs) have developed rapidly in the last two decades owing to advances in, and the massification of, information technology. The term massive open online courses (MOOCs) was devised by Dave Cormier in 2008 in response to the development of free, open, online courses which allow for an unlimited number of participants ( Cormier, 2010 ). As OERs and MOOCs are free and easily accessible, could they be useful resources for midwives to access to meet CPD requirements? This article will explain what they are; suggest how they might be useful and recommend some resources to consider.