Continuing Professional Development Activities Research Articles

Are We Ever Going Back? Exploring the Views of Health Professionals on Postpandemic Continuing Professional Development Modalities.

The COVID-19 pandemic has profoundly altered the ways in which health care professionals engage with continuing professional development (CPD), but the extent to which these changes are permanent remains unknown at present. This mixed-methods research aims to capture the perspectives of health professionals on their preferences for CPD formats, including the conditions that inform preferences for in-person and online CPD events and the optimum length and type of online and in-person events. A survey was used to gain a high-level perspective on health professionals' engagement with CPD, areas of interest, and capabilities and preferences in relation to online formats. A total of 340 health care professionals across 21 countries responded to the survey. Follow-up semistructured interviews were conducted with 16 respondents to gain deeper insights into their perspectives. Key themes include CPD activity before and during COVID, social and networking aspects, access versus engagement, cost, and time and timing. Recommendations regarding the design of both in-person and online events are included. Beyond merely moving in-person events online, innovative design approaches should be adopted to capitalize on the affordances of digital technologies and enhance engagement.

“I don't know much about providing pharmaceutical care to people who are transgender”: A qualitative study of experiences and attitudes of pharmacists

BackgroundGlobally, with the increased visibility, the number of transgender people accessing healthcare services has risen in the last decade. Although pharmacists are required to provide equitable and respectful care to all patients, their experiences interacting with trans and gender-diverse (TGD) people and attitudes towards the provision of care are largely unknown. ObjectivesThis study aimed to determine the experiences and attitudes of pharmacists providing care to TGD people in Queensland, Australia. MethodsWithin a transformative paradigm, this study used semi-structured interviews conducted in person, over the phone, or through the Zoom app. Data were transcribed and analyzed by applying the constructs of the Theoretical Framework of Accessibility (TFA). ResultsA total of 20 participants were interviewed. Analysis revealed all seven constructs across interview data, with affective attitude and self-efficacy being the most frequently coded constructs, followed by burden and perceived effectiveness. The least coded constructs included ethicality, intervention coherence, and opportunity cost. Pharmacists had positive attitudes towards providing care and interacting professionally with TGD people. Prime challenges in delivering care were being unaware of inclusive language and terminology, difficulty building trusted relationships, privacy and confidentiality at the pharmacy, inability to locate appropriate resources, and lack of training in TGD health. Pharmacists felt rewarded when they established rapport and created safe spaces. However, they requested communication training and education to improve their confidence in delivering care to TGD people. ConclusionPharmacists demonstrated a clear need for further education on gender-affirming therapies and training in communication with TGD people. Including TGD care in pharmacy curricula and continuous professional development activities is seen as an essential step towards pharmacists improving health outcomes for TGD people.

IMPLEMENTATION OF LEARNER-CENTRED CURRICULUM IN THE COLLEGES OF EDUCATION IN GHANA: AN ASSESSMENT OF CHEMISTRY TUTORS’ CLASSROOM PRACTICES

This study examined the implementation of the new 4-year Bachelor of Education (B.Ed) Chemistry Curriculum in the Colleges of Education (CoEs) in Ghana and to determine whether the strategies used by the approaches used by the implementers were in line with those prescribed in the curriculum document. The theoretical framework for the study was based on Rogan and Grayson (2003) framework for curriculum implementation. The study was conducted in five Mathematics and Science CoEs in the Northern Zone in Ghana. Fourteen (14) Chemistry tutors comprising 10 males and 4 females who were directly involved in the implementation of the new curriculum were purposively selected for the study. The study used a descriptive survey design with a mixed methods approach. The quantitative data were collected through a survey questionnaire while a classroom observation checklist and semi-structured interview guide were used to collect the qualitative data. The qualitative data were analysed using descriptive statistics such as mean, and standard deviation. On the other hand, the observational data were analysed by coding and interpreting tutors’ classroom strategies. Moreover, the interviews were tape-recorded, later transcribed and categorised into themes. The study found that the tutors’ classroom strategies and assessment methods were not in conformity with those prescribed in the new curriculum. The study recommended the intensification of the continuous professional development (CPD) activities for tutors and also suggested that the external components of assessing students should include the learner-centred approaches as prescribed in the curriculum.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0065/a.php" alt="Hit counter" /></p>

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.

The five 'C's of lifelong learning: CPD, choices, collegiality, challenges and consequences.

Continuing professional development (CPD) serves many purposes and when working optimally, its constituent elements can work synergistically in the interests of patients and dental health professionals alike. It can and should be central to professionalism but can just as easily undermine it. This paper explores the ways in which the best intentions of lifelong learning and the missed opportunities of enhanced CPD have failed to keep up with the scale and pace of change in postgraduate dental education and the training 'market', information and communications technology and with the accelerating generational dichotomy within both the profession and wider society. In particular, the paper questions the basis upon which CPD activity is marketed, chosen and measured, and how its outcome, value, effectiveness and ultimate worth is assessed.

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.

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

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

Learning needs assessments in continuing professional development: A scoping review

Background A rigorous learning needs assessment (LNA) is a crucial initial step in the Continuing Professional Development (CPD) process. This scoping review aimed to collate, summarize, and categorize the reported LNA approaches adopted to inform healthcare professional CPD and highlight the gaps for further research. Method In August 2020, nine bibliographic databases were searched for studies conducted with any health professional grouping, reporting the utilized LNA to inform CPD activities. Two reviewers independently screened the articles for eligibility and charted the data. A descriptive analytical approach was employed to collate, summarize, and categorize the literature. Results 151 studies were included in the review; the majority adopted quantitative methods in the form of self-assessment surveys. Mixed-methods approaches were reported in only 35 studies. Descriptions of LNA development lacked detail of measures taken to enhance their rigor or robustness. Discussion These findings do not reflect recommendations offered by the CPD literature. Further investigations are required to evaluate more recently advocated LNA approaches and add to their limited evidence-base. Similarly, the existing support afforded to CPD developers warrants further study in order to identify the necessary resource, infrastructure and expertise essential to design and deliver effective CPD programs.

Developing English language teachers’ and learners’ ELF awareness: the background, design and impact of the ENRICH project’s continuous professional development programme

Abstract The paper presents the background, design, implementation and impact of the Continuous Professional Development (CPD) programme of the EU-funded ENRICH Project, which ran from 2018 to 2021. The programme, which has been freely available online since January 2022 (http://enrichproject.eu), aims at implementing the principles and processes of ELF awareness in empowering English language teachers to integrate the role of English as a Lingua Franca in their multilingual classrooms. We begin by justifying the development of the ENRICH Project with reference to the policies of the European Union supporting multilingualism and go on to discuss the principles of ELF awareness that informed the ENRICH CPD programme. We also present the priorities, target groups, key objectives and innovative practices of the ENRICH CPD programme. The paper is rounded up with a sample of participants’ responses to certain CPD activities and with an appreciation of the impact of the programme on participant teachers and their learners.

Gaps and barriers in the implementation and functioning of antimicrobial stewardship programmes: results from an educational and behavioural mixed methods needs assessment in France, the United States, Mexico and India.

BackgroundEvidence shows limited adherence to antimicrobial stewardship (AMS) principles.ObjectivesTo identify educational gaps and systemic barriers obstructing adherence to AMS principles.MethodsA mixed-methods study combining a thematic analysis of qualitative interviews (January–February 2021) and inferential analysis of quantitative surveys (May–June 2021) was conducted. Participants from France, the USA, Mexico and India were purposively sampled from online panels of healthcare professionals to include infectious disease physicians, infection control specialists, clinical microbiologists, pharmacologists or pharmacists expected to apply AMS principles in their practice setting (e.g. clinic, academic-affiliated or community-based hospital). A gap analysis framework guided this study.ResultsThe final sample included 383 participants (n = 33 interviews; n = 350 surveys). Mixed-methods findings indicated suboptimal knowledge and skills amongst participants to facilitate personal and collective application of AMS principles. Survey data indicated a gap in ideal versus current knowledge of AMS protocols, especially amongst pharmacologists (Δ0.95/4.00, P < 0.001). Gaps in ideal versus current skill levels were also measured and were highest amongst infectious control specialists (Δ1.15/4.00, P < 0.001), for convincing hospital executives to allocate resources to AMS programmes. Already existing systemic barriers (e.g. insufficient dedicated time/funding/training) were perceived as being aggravated during the COVID-19 pandemic (72% of survey participants agreed). Reported gaps were highest in India and France.ConclusionsThe educational needs of professionals and countries included in this study can inform future continuous professional development activities in AMS. Additional funding should be considered to address perceived systemic barriers. Local assessments are warranted to validate results and suitability of interventions.

Rethinking Nurses’ Continuous Professional Development in the Era of COVID 19 Pandemic: Empirical Evidence from Kenya

Background: The Coronavirus Disease 2019 (COVID-19) pandemic has triggered a global emergency in all social realms, including but not restricted to the economy, health, and education. The health sector requires all healthcare professionals to be well-equipped with the latest advances in knowledge and research through Continuing Professional Development (CPD). These educational endeavors have been severely affected and potentially compromised since they heavily rely on learning through face-to-face interactive activities. Although it is mandatory for nurses in Kenya to participate in continuing professional development programmes the evidence on the effect of their continuing professional development programmes remains unclear. Besides the CPD requirement in Kenya, there is no clear evidence that the nurses and midwives have an enabling environment to accomplish these requirements. Purpose: The aim of this study was to determine utilization of Continuous Professional Development on nurses’ performance of in Narok County amid the Covid-19 pandemic in Kenya. Methodology: A cross sectional descriptive study was conducted in Narok County Health facilities. A mixed method approach, which provided for triangulation that sought convergence and corroboration of the results from questionnaire, was adopted. Purposive sampling was used to recruit 40 respondents for the study. Data was checked for completeness and consistency and then entered into SPSS version 26.0 for analysis. Descriptive statistics used included frequencies, percentage, mean and standard deviation. Findings: Results of the study established that majority (58.6%) of the nurses often participated in formal CPD activities like conferences workshops and seminars (M = 4.27, SD = 0.933). It was also established by the study that that continuing professional development had improved their skills and competencies (M =4.03, SD =1.097); had improved their techniques in nursing care (M = 4.02, SD = 0.891) and had ......

A modified Delphi study to establish consensus on continuing education requirements for pharmacists' relicensing in Saudi Arabia.

Continuing education is a key priority for pharmacy workforce development and the achievement of the nation's health goals. The current study was conducted to evaluate continuing medical education requirements for pharmacists' re-registration in Saudi Arabia. It also aimed at establishing a continuous professional development (CPD) system that fills the gaps in the current continuing medical education (CME) system. A modified Delphi method was utilized. Data extraction and statement development (review of key documents) was initially conducted by benchmarking the current CME requirements for pharmacists' re-registration in Saudi Arabia to continuing professional development models from 3 countries: the UK, Ireland, and Australia. This stage identified the gaps in the current model and was used in developing the data collection tool (11 statements). A 3-round Delphi, with 15 expert panel members, was used to reach consensus and to establish a suggested guideline document for a national CPD model for pharmacists' re-registration in Saudi Arabia. A CPD model for pharmacists' re-registration was developed. Panel members reached consensus on the need to shift the current CME system to a CPD model and individualize CPD plans according to the pharmacists' identified knowledge gaps and areas of practice. They agreed on the incorporation of unplanned activities and non-accredited CPD activities into the new model if they improve pharmacists' practice. They also noted that the current biennial re-registration is appropriate, considering pharmacists' busy work schedules. This study used the modified Delphi technique to develop a suggested CPD model for pharmacists' re-registration in Saudi Arabia. Expert panel members reached consensus on shifting from a CME model to a CPD model, increasing CPD credits to 40 per annum and incorporating unplanned CPD activities, while keeping re-registration to every two years.

EXAMINING THE FORMS AND STRATEGIES OF TEACHER INDUCTION PROGRAMMES ORGANISED FOR NEWLY QUALIFIED TEACHERS IN SENIOR HIGH SCHOOLS IN GHANA

&lt;p&gt;The education system recognises the positive impact of induction on the retention and professional growth of Newly Qualified Teachers in Ghana. This points out the question of how teacher induction programmes should be planned, organised and implemented, and what it should entail. The study sought to examine the forms and strategies of induction programmes organised for Newly Qualified Teachers in Senior High Schools during their initial professional practice. Using the descriptive case study method, data was gathered from forty-two Newly Qualified Teachers, three Assistant head teachers (Academics) from three sampled schools and one municipal human resource officer, all from Ashanti-Mampong Municipality in the Ashanti Region, Ghana. Questionnaire, interview, observation and document analysis were the research instruments used. Data were analysed using inductive and deductive analysis where similar themes and patterns were identified from responses and compared with literature. Findings show that, though an induction was organised for Newly Qualified Teachers, the schools lacked formal principles to guide and regulate the school-based induction programmes. Orientation and a few aspects of mentoring were the components of the induction programmes while continuous professional development activities were totally absent. Again, the whole induction took place within some hours which put Newly Qualified Teachers at a great disadvantage of not acquiring what they need as support. While assistant head teachers and heads of department were key stakeholders responsible for the induction, the latter was Newly Qualified Teachers’ point of call when faced with challenges. Since it is argued that teachers who receive the full components of induction are likely to adopt and implement effective pedagogical approaches, in the absence of formal policy to guide the planning and implementation of induction in Ghana, there is a need for officials at the district and municipal levels to closely monitor Senior High Schools and ensure proper organisation of their induction programmes.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0953/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

ASSESSING NURSE’S ATTITUDES AND PRACTICE AFTER PARTICIPATING IN A VACCINATION TRAINING PROGRAM: A QUANTITATIVE STUDY

Background: Primary healthcare nurses are pivotal to the successful uptake of immunization worldwide. Central to this, is the attitude and practice nurses may have toward vaccines during administration. It is postulated that altering knowledge towards immunization may impact both attitude and practice towards successful immunization uptake. The aim of this research was to assess nurses’ knowledge, attitude and practice after the delivery of a three-day continuing professional development program regarding administration, safe handling and delivery of vaccines. Method: This research consisted of a quantitative cross-sectional study, utilizing a self-administered survey. The survey contained questions related to immunization knowledge, attitude, and practice. Before and after attendance of an immunization program for continuing professional development, the survey was administered to nurses working in well-baby clinics, communicable diseases clinics, travel clinics and school nurses. Specific areas identified gaps in knowledge, attitude, and practice among participating nurses. Results: Results from our study suggest that attitudes and practices of participants identified a significant difference after receiving an immunization educational program that focused on administration and delivery of immunization skills. Conclusion: Continuous professional development activities such as this have shown a marked increase in the attitude and practices of nurses making it tantamount to the success of vaccine uptake. Implications for Practice: Nurses are poised to be frontline advocates for the uptake of immunization; therefore education and training needs to be provided in order for them to understand and further affect change. Keywords: Vaccine, Immunization, Knowledge, Attitude, Practice

Exploring General Practitioners’ Motivation for Participating in Continuous Professional Development: A Malaysian Case Study

Continuous professional development (CPD) activities are life-long learning engagements for medical practitioners. CPD activities can enhance the medical competencies of medical practitioners, hence upholding the safety, and quality of healthcare services to be delivered to patients. In 2017, the Malaysia Medical Council has announced the mandatory CPD point collection system, which becomes a compulsive requirement for medical practitioners in renewing their annual practising certificate. Literature reports that motivation drives learning among medical practitioners, but there are limited studies since CPD activities are made mandatory for Malaysian general practitioners. The present study explored motivation for participating in continuous professional development activities among general practitioners in Kuala Lumpur. A case study design was used, and the case consisted of three private general practitioners. Semi-structured interviews were conducted. The data were analysed to generate themes and codes. Four themes were reported: freedom of choice (choosing preferred learning style, flexible timing ease learning, need-driven learning), connection of knowledge (relevance of new knowledge, socialising and networking, internalised value drives learning), improvement in ompetence (seek continuous improvement in competency, problem-solving at the workplace), and perception of mandatory CPD point collection system (positive reinforcement, external motivation, measurement of competence indicators). Although the motivation to participate in CPD activities is positive, future studies could consider researching into a meaningful measurement of CPD activities to overcome current concerns on using attendance as the only measurement.

Continuing professional development needs of pharmacy professionals in Zambia: Findings and future directions

Background: Despite continuing professional development (CPD) becoming a key strategy for improving health outcomes by enhancing the quality of pharmaceutical care services, the CPD needs of the pharmaceutical practitioners in Zambia remained unknown prior to this study. Aim: To determine the CPD needs and preferences among pharmaceutical practitioners in Zambia. Methods: This descriptive cross-sectional study involved administering a structured self-administered online questionnaire to collect data from 111 pharmaceutical practitioners registered in Zambia. Results: The majority of the participants (80%) were Pharmacists with less than 10-years post-registration experience. Several respondents (84.8%) indicated they were engaged in more than one sector of pharmaceutical practice, with hospital and community (retail) pharmacy sectors together having the highest proportion of practitioners. The highly preferred modes of undertaking CPD activities were conferences, seminars, symposia, and workshops (81.7%) followed by hands-on interactive skills activities (79.2%), and short courses (74.4%). CPD involving skills development (95.3%) was highly preferred followed by knowledge impartation (89.9%), behavioural enhancement (77.8%), and lastly attitude inculcation (74.1%). Specific high priority CPD programmes identified included: supply chain management, antimicrobial stewardship, medicine use review, rational use of medicines, and chronic care (non-communicable diseases) management, among several others. Conclusion: Pharmaceutical practitioners interviewed in this study seem to be in need of contextually relevant CPD programmes. Blended learning approaches involving face-to-face and online learning coupled with hands-on interactive sessions in knowledge impartation, behavioural enhancement, and skills development were preferred. These findings suggest an opportunity in Zambia to develop and upgrade relevant CPD for pharmaceutical practitioners.

A Qualitative Study to Understand the Cultural Factors That Influence Clinical Data Use for Continuing Professional Development.

The use of data to inform lifelong learning has become increasingly important in continuing professional development (CPD) practice. Despite the potential benefits of data-driven learning, our understanding of how physicians engage in data-informed learning activities, particularly for CPD, remains unclear and warrants further study. The purpose of this study was to explore how physicians perceive cultural factors (individual, organizational, and systemic) that influence the use of clinical data to inform lifelong learning and self-initiated CPD activities. This qualitative study is part of an explanatory sequential mixed-methods study examining data-informed learning. Participants were psychiatrists and general surgeons from Canada and the United States. Recruitment occurred between April 2019 and November 2019, and the authors conducted semistructured telephone interviews between May 2019 and November 2019. The authors performed thematic analysis using an iterative, inductive method of constant comparative analysis. The authors interviewed 28 physicians: 17 psychiatrists (61%) and 11 general surgeons (39%). Three major themes emerged from the continuous, iterative analysis of interview transcripts: (1) a strong relationship between data and trust, (2) a team-based approach to data-informed learning for practice improvement, and (3) a need for organizational support and advocacy to put data into practice. Building trust, taking a team-based approach, and engaging multiple stakeholders, such as data specialists and organizational leadership, may significantly improve the use of data-informed learning. The results are situated in the existing literature, and opportunities for future research are summarized.

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.

The Critical Analysis of Competence Development of Head of State Madrasah

The existence and contribution of Madrasas to Education In Indonesia there is no doubt, Madrasas are one of the concerns of Muslims for the importance of developing quality human resources through Islamic-based education. That the conditions of learning and management in Madrasahs still need monitoring, guidance and assistance in implementing national education standards. This needs to be done because people still doubt the quality of their learning. Madrasah principals must continue to improve their competence in order to carry out their duties and functions both academically and managerially in madrasas through regular and continuous professional development activities. In this research method using descriptive qualitative research methods, the purpose of this study is to determine the extent to which school principals in the Madrasah environment of the Jakarta area office with critical analysis because there are still many assumptions about the community that madrasas are often considered. Educational institutions whose quality is below other public schools. Therefore, madrasas still cannot be used as the main choice in learning.

CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) OF DOCTORS IN SRI LANKA: A QUALITATIVE STUDY.

Abstract: Continuous professional development is the method by which doctors maintain their knowledge, abilities, and attitudes up to date to meet the demands of their patients, the health service, and their career growth. The goal of this study is to evaluate Sri Lanka's present continuous professional development program for medical officers. This qualitative study was conducted from January 2020 to August 2020 at the Ministry of Health, Sri Lanka. Data was gathered through in-depth interviews, as well as two focus group discussions and a review of the literature. In 2010, the Sri Lanka Medical Association launched a new initiative with the assistance of the Sri Lanka Medical Council, the Ministry of Health, and the professional colleges, which was partially successful. However, this program could not be sustained for an extended period. At the movement, there is no well-organized continuous professional development program for Sri Lankan doctors. Continuous professional development activities are not required for doctors in Sri Lanka to practice or renew their registration. In the absence of a well-organized and streamlined program for medical officers, medical officers' lack of interest in participating in programs, the fact that programs do not reach out to remote areas of the country, and a lack of financial incentives for continuous professional development activities have all been identified as major reasons for non-engagement in activities. Based on the findings of this study, it is suggested that the ministry establish a central body to organize, streamline, and coordinate programs, that an annual calendar is prepared and published on the ministry website, that a mechanism is developed to link continuous professional development activities to the renewal of the Sri Lanka Medical Council registration, and that a web-based mechanism is established to bring medical officers working in rural hospitals for programs.