CPD Activities Research Articles

Has Supervision and Training in CAMHS Ireland Improved Following the Maskey Report?

Introduction: A look back review of South Kerry CAMHS in Ireland, known as the ‘Maskey report’ (MR) highlighted several key contributory factors including an absence of formal supervision, inadequate prescribing knowledge, and a lack of contractual requirements to engage in professional education to develop skills pertaining to child psychiatry.Aim: To investigate child and adolescent psychiatrists’ perceptions concerning supervision levels before and after the MR, their prescribing knowledge and practices, and professional education. Methods: The study utilized a cross-sectional, mixed-methods observational approach, distributing a study-specific questionnaire electronically to 160 CAP. Demographic details and participants’ perspectives on training, supervision, and CPD activities were collected. Statistical analysis, including chi-square tests, was conducted to explore associations with thematic analysis applied to free text responses for qualitative insights. Results: From the 160 eligible respondents, 102 child and adolescent psychiatrists participated in the study giving a response rate of 63.8%. More than a third of non-consultant hospital doctors (NCHDs) reported less than weekly supervision (n = 11, 34.4%). Fifty-two respondents (51.0%) felt that psychotropic medication training for trainees was below adequate, and this was higher in NCHDs (χ2 (2, n = 102) = 12.192, p = .002) and in those working in public settings (χ2 (2, n = 102) = 10.098, p = .006). A third of respondents reported access to CPD activity as inadequate (n = 32, 31.4%) and this was also higher in NCHDs (χ² (1, n = 102) = 7.515, p = 0.006). Discussion: Given the suboptimal frequency of supervision, perceived inadequacy of psychotropic medication training and lack of access to CPD activities, further research to establish effective strategies for enhancing supervision and training of child and adolescent psychiatrists is warranted.

Implementing learning into practice from continuous professional development activities: a scoping review of health professionals’ views and experiences

PurposeContinuing professional development (CPD) is an approach for health professionals to preserve and expand their knowledge, skills, and performance, and can contribute to improving delivery of care. However, evidence indicates that simply delivering CPD activities to health professionals does not lead to a change in practice.This review aimed to collate, summarize, and categorize the literature that reported the views and experiences of health professionals on implementing into practice their learning from CPD activities.MethodsThis review was guided by the Joanna Briggs Institute Reviewers’ Manual methodology for scoping reviews. Three databases, PubMed, Embase and Cumulative Index to Nursing and Allied Health Literature (CINAHL), were systematically searched in February 2023 for articles published since inception. Two independent reviewers screened the articles against the inclusion criteria, and completed the data extraction. Data were summarized quantitatively, and the findings relating to views and experiences were categorized into challenges and facilitators.ResultsThirteen articles were included. Implementation of learning was not the primary focus in the majority of studies. Studies were published between 2008-2022; the majority were conducted in North America and nurses were the most common stakeholder group among Healthcare Professionals (HCPs). Five studies adopted qualitative methods, four quantitative studies, and four mixed-methods studies. The reported barriers of implementation included lack of time and human resource; the facilitators included the nature of the training, course content and opportunity for communal learning.ConclusionThis review highlights a gap in the literature. Available studies indicate some barriers for health professionals to implement their learning from CPD activities into their practice. Further studies, underpinned with appropriate theory and including all relevent stakeholders are required to investigate strategies that may facilitate the integration of learning from CPD into routine practice.

Content and effectiveness of TVET teacher CPD in Kenya

AbstractContinuing Professional Development (CPD) for teachers can improve teaching and wider school practices. However, within developing country contexts, research on the CPD practices of vocational teachers remains limited. This study therefore investigated the CPD practices of Technical and Vocational Education and Training (TVET) teachers in Kenya, focusing on the content, outcomes and effectiveness of their CPD practices. Adopting a questionnaire survey approach, data was collected from 170 TVET teachers drawn from six TVET institutes in Kenya's Nairobi Metropolitan Area.TVET teachers in Kenya were found to more frequently focus their CPD on subject content knowledge and less frequently on pedagogical knowledge. Their CPD activities are not always effective as the CPD activities often do not involve active learning and collaboration, and are not always of sufficient duration. Cluster analysis showed that for some teachers, CPD activities are rarely effective and result in limited impact on practice. However, Initial Teacher Education was found to encourage teachers to focus on broader content and to adopt more effective CPD practices.To improve the effectiveness of TVET teacher CPD practices in Kenya, it is recommended that TVET teachers in Kenya are supported to adopt active and collaborative learning activities that are spread over extended time durations.

Teachers’ Understandings of The Effect of Continuous Professional Development Activities on Improvement of Quality of Teaching and Learning. A Review Study

This review study includes 30 articles from 2016 and 2024 focusing on teachers ‘perception on the impact of professional development, as headed by the following twofold research questions: What are the teachers’ perceptions on the impact of CPD activities in teaching and learning process? And what is the role of the school administration on the implementation of CPD for teachers? The review indicates that teachers’ professional growth has to be developed if they are ones to lead to school change and innovation in terms of improvement. Researchers in their investigation should not only focus on teachers learning process in schools and left behind the impact of it to the students learning as measurable variable in terms of performance rather they should conduct formative intervention studies that can be assessed empirically and provoke a desirable transformation and includes stakeholders, school leaders and teachers in the whole school as learning environment. Findings from this review suggest that more researches on impact of CPD are needed to deep dig its impact on students learning through teachers’ collaboration, teacher-student collaboration and teacher-school leader collaboration as a smart solution to overcome the challenges that hinder CPD effectiveness.

Liaison Psychiatry model intervention in Switzerland

AbstractConsultation and liaison psychiatry (C-L psychiatry) in Switzerland can look back on a long tradition. It began in French-speaking Switzerland back in the 1960s and gradually spread throughout the country. Currently, C-L services are present throughout the country, although they differ greatly in terms of their services and dimensions. University hospitals and larger cantonal hospitals have extensive and differentiated services, while smaller hospitals in peripheral regions only offer basic services. There are also major differences in the financing models, which are decisive for the range of services offered. The question of funding, which has not yet been resolved satisfactorily despite various models and strategies, including at national level, is highly relevant for the further development and even the continued existence of C-L services. The introduction of the subspecialization in C-L psychiatry in 2010 and the lively training and CPD activities are of great importance for quality of the delivered services.Disclosure of InterestNone Declared

Continuous professional development of LIS professionals in academic libraries: channels, challenges and motivation

Purpose Continuous professional development (CPD) plays a crucial role in the library workplace by equipping library and information science (LIS) professionals with the skills and technical knowledge to bridge the theory-praxis gap, assuring that library practitioners and their organisations continue to innovate and stay successful and tailored to the requirement of their users. The aim of the study was to investigate the channels of CPD for LIS professionals working in the university libraries of Northern India. Also, it explored the motivations and barriers related to the LIS professionals’ CPD. Design/methodology/approach The study adopted a quantitative research design followed by the survey research method. The study population included LIS professionals working in the university libraries of Northern India. Data was gathered from 177 respondents via the census sampling method. Findings LIS professionals engaged in CPD activities through multiple channels. Intrinsic factors primarily governed the motivation for CPD. Similarly, time and finance were significant challenges for LIS CPD. Lastly, most libraries were headed by in-charge librarians (non-professionals). De-professionalisation, or the deliberate de-skilling of professional roles, threatens the basis upon which librarians establish their credibility as professionals. Originality/value To the best of the authors’ knowledge, the study is the first of its kind from the perspective of a developing country, adding to the CPD literature in academic libraries.

Enhancing the capabilities of medical surgical nurses at PKU Muhammadiyah Gamping Hospital

PKU Muhammadiyah Gamping Hospital has a few medical surgical nurses who are on duty in several different unit. Almost 90% of CPD activities that medical surgical nurses participate in are not in accordance with their authority and competence. Nurse competence must be an important point because if nurses are incompetent, it can result in patients becoming dissatisfied, patient trust in nurses decreases, and even patient injuries and deaths. The description above makes the service team collaborate with service partners to solve existing problems together so that unwanted side effects do not arise. The main problem is that the training that medical surgical nurses participate in is not in accordance with their level of competence and authority. The identified issues can be resolved by implementing new training methods designed to introduce online training systems by enhancing self-learning and adult learning approaches. The results of the community service activities led to the following conclusion: the trial training using INNA-CPD was implemented per the plan. (b) The implementation demonstrates that the majority of nurses are capable of achieving values that exceed the average. (c) Additional support is required to conduct the training, which will involve modifications to the INNA-CPD system.

Academic Libraries as Learning Organizations: Enhancing CPD Activities within Selected University Libraries in Uganda

This study adopted Watkins and Marsick learning organization model to determine the learning organization’s attributes that selected university libraries in Uganda had implemented to promote CPD activities and dissemination of the acquired knowledge. The study adopted a convergent parallel mixed methods design. Six library directors and 76 librarians from six university libraries in Uganda participated in the study. 51–67% of participants indicated that their libraries encouraged teams, provided ICTs, supported their learning requests, encouraged external collaboration, allowed staff time off for training, provided mentoring and coaching, encouraged discussions among staff, recognized and appreciated teams, had procedures for sharing CPD knowledge and skills, acknowledged and appreciated CPD participation.

NEP 2020 and the Teachers Continuing Professional Development

National Educational Policy 2020, besides making a radical change in the educational structure of the country has devised mechanism for professional development of the teachers. NEP 2020 believes, without teachers’ knowledge and information about the latest innovations and advancements in their profession, knowledge dissemination and holistic development of the learner is unthinkable. The policy expects the teachers to participate in at least 50 hours of CPD every year for their professional development. These will be offered in multiple modes, including local, regional, state, national, and international workshops as well as online teacher development modules. NCERT has developed 50 hours CPD guidelines for teachers, head teachers and teacher educators. This article talks about the types and areas of teacher’s CPD, modalities of CPD formulated by NCERT as per NEP 2020 guidelines and the assessment mechanism of teachers CPD. The author concludes with the bottom-up CPD activities as more important because they are materialized after the teacher feel the need to inculcate those initiatives for improving his/her teaching proficiency.

Factors influencing pharmacists' participation in continuing education activities in the United Arab Emirates: insights and implications from a cross-sectional study

BackgroundContinuing professional development (CPD) is essential for pharmacists to maintain and enhance their knowledge and skills. The purpose of this research was to collect data about the perception of pharmacists in the United Arab Emirates (UAE) towards CPD and identify factors that motivate or hinder their participation in different types of CPD activities.MethodsA cross-sectional survey was conducted among 322 pharmacists who completed a self-administered questionnaire that assessed their demographic characteristics, CPD preferences, motivators and obstacles to attending CPD programs, and perceived learning outcomes.ResultsParticipants’ average age was 33 years (mean = 30.6, SD = 5.97), and the range of years, since they graduated from a pharmacy degree program was 18 years (mean = 10.9, SD = 4.8). More than half of the participants were female; 198 (61.5%) and 193 (59.9%) of them were married. The study found that married pharmacists (AOR = 0.5, 95% CI 0.266–0.939, P value = 0.031), older participants (AOR = 0.232, 95% CI 0.266–0.939, P value = 0.04), and those who graduated longer than 16 years ago were less likely to attend live CPD events (AOR = 0.454, 95% CI 0.22–0.924). However, participants who worked up to 15 h had higher odds of attending live CPD events (AOR = 3.511, 95% CI 1.117–11.039, P value: 0.026). In addition, female pharmacists were less likely to participate in computer/internet-based continuing education than male pharmacists (AOR = 0.038, 95% CI 0.293–0.965, P value = 0.038). It also revealed that pharmacists who were not motivated by the topic of the CPD activity had a higher chance of attending computer/internet-based format (AOR = 2.289, 95% CI 1.198–4.371, P value = 0.012). In contrast, those who did not report the long distance to the CPD site as a hindrance had a lower likelihood of attending online internet-based CPD (AOR = 0.548, 95% CI 0.319–0.941, P value = 0.029).ConclusionsThis study is the first to explore pharmacists’ predictors of attending different CPD activities. These predictors are gender, age, marital status, experience since graduation, working hours, family barriers, work responsibilities, interest in the presentation topic, and the long travel distance to the site. These findings suggest that pharmacists have unique challenges and motivations regarding continuing education and that tailored approaches may be necessary to encourage participation.

Insights into the Value of Inclusive Education to Both Children with and without Diasabilities at Kabulonga Boys Secondary School in Lusaka, Zambia

The study was undertaken to analyze the benefits of inclusive education to children both with and without special education needs. A descriptive survey design was used. The study sample comprised 20 participants: one head teacher, one deputy head teacher, nine special education teachers and nine regular teachers. Simple random sampling and purposive sampling techniques were used to select these participants. Data was collected using questionnaires and interview guides while analysis of data was done by SPSS (descriptive statistics) and themes (thematic analysis). The study revealed that the benefits of inclusive education are many; inclusive education can be an important and a meaningful thing or program to implement if all the materials needed are available, and if specially trained teachers are available to work with regular teachers and other stakeholders that may be needed for it to work. The study also established that regular teachers face many challenges in curriculum modification and adaptation. The study suggests that CPD activities be done so as to train regular teacher on how to modify and adapt the curriculum in inclusive classes; more sensitization of the benefits of inclusive education be done via different media platforms, and schools to strictly follow the stipulated guidelines on inclusive education and special education. This study concludes that there many benefits of inclusive education to both CSENs and those without special educational needs. On the other hand, curriculum adaptation and modification is very vital for inclusion to come to fruition. However, regular teachers face many challenges in this area. Keywords: Inclusive education, curriculum modification and adaptation, children with and without special education needs. DOI: 10.7176/JEP/13-35-01 Publication date: December 31 st 2022

Development and evaluation of competency-based curriculum for continuing professional development among military nurses: a mixed methods study

BackgroundContinuing professional development (CPD) is essential for career progression and maintaining military nursing competency. A well-designed CPD programme can improve the effectiveness of transforming knowledge and skills in healthcare organisations. This study aimed to develop a competency-based CPD curriculum for military nurses in China and evaluate its effectiveness from a developmental pilot study.MethodsIn phase one, a two-round Delphi was conducted to design a competency-based curriculum of CPD based on a clinical ladder model among military nurses. In phase two, the curriculum of one CPD programme was redesigned, and a pilot quasi-experiment was conducted to evaluate the effectiveness of this programme.ResultsA competency-based curriculum was developed for primary, intermediate, and senior titles, respectively. The trainees’ overall satisfaction with the redesigned CPD programme was 100%. The four themes in the qualitative data were: 1) learning motivation and learning barriers; 2) professional growth; 3) role model promoted career planning; 4) learning environment mattered.ConclusionThis study developed a competency-based curriculum for continuing professional development among military nurses that can be used in designing CPD programmes. Competency-based curriculum can be utilised in the CPD activities to facilitate the improvement of nursing competency.

Factors motivating intent to leave amongst radiographers employed by public tertiary hospitals in the Gauteng Province, South Africa.

The elements of job satisfaction can be categorized into intrinsic and extrinsic factors. The presence of a higher level of intrinsic factors will result in increased motivation amongst employees, whilst extrinsic factors will result in job dissatisfaction. Decreased job satisfaction levels amongst healthcare professionals are known to create an intent to leave. Hence the need to explore these factors amongst radiographers employed by tertiary hospitals in the Gauteng province of South Africa. To determine the influence of intrinsic and extrinsic factors of job satisfaction on intent to leave amongst radiographers employed by public tertiary hospitals in the Gauteng province. A quantitative cross-sectional survey guided the study, and a self-administered questionnaire was used to collect data. The sampling technique used for this study was disproportional stratified sampling. The study had a response rate of 62%. A significant number of the participants (50%) were between the ages of 21-33 years. Also, worth noting that 51% of the participants were newly qualified, 28% were employed for a period of 10-20 years and only 20% were employed for a period greater than 20 years. Diagnostic radiography had the most number of participants at 55%, followed by radiation therapist at 24%, nuclear medicine radiographers at 13%, mammography radiographers at 5% and only 3% were sonographers. Pearson's correlation showed a significant negative correlation with the following extrinsic factors: supervision, r= -.344, p=.000; satisfaction with PMDS, r=-.302, p=.000; human resources processes, r=-.249, p=.001; infrastructure, r=-.236, p=.001; the OSD policy, r=-.233, p=.002; satisfaction with remuneration, r=-.202, p=.006; satisfaction with CPD activities, r=-.201, p=.007; and satisfaction with equipment, r=-.163, p=.029. Both intrinsic and extrinsic factors are associated with an intent to leave amongst radiographers employed by public tertiary hospitals in the Gauteng province.

Companion interview

The new BSAVA President is Alison Speakman. Alison was born in Wigan, the daughter of an engineering lecturer and a teacher, so it is no surprise that education has been a lifelong passion. As President, she hopes to guide the Association’s CPD activities – and help teach its members to embrace and nurture their own wellbeing.

Use of the CPD-REACTION Questionnaire to Evaluate Continuing Professional Development Activities for Health Professionals: Systematic Review.

BackgroundContinuing professional development (CPD) is essential for physicians to maintain and enhance their knowledge, competence, skills, and performance. Web-based CPD plays an essential role. However, validated theory–informed measures of their impact are lacking. The CPD-REACTION questionnaire is a validated theory–informed tool that evaluates the impact of CPD activities on clinicians’ behavioral intentions.ObjectiveWe aimed to review the use of the CPD-REACTION questionnaire, which measures the impact of CPD activities on health professionals’ intentions to change clinical behavior. We examined CPD activity characteristics, ranges of intention, mean scores, score distributions, and psychometric properties.MethodsWe conducted a systematic review informed by the Cochrane review methodology. We searched 8 databases from January 1, 2014, to April 20, 2021. Gray literature was identified using Google Scholar and Research Gate. Eligibility criteria included all health care professionals, any study design, and participants’ completion of the CPD-REACTION questionnaire either before, after, or before and after a CPD activity. Study selection, data extraction, and study quality evaluation were independently performed by 2 reviewers. We extracted data on characteristics of studies, the CPD activity (eg, targeted clinical behavior and format), and CPD-REACTION use. We used the Mixed Methods Appraisal Tool to evaluate the methodological quality of the studies. Data extracted were analyzed using descriptive statistics and the Student t test (2-tailed) for bivariate analysis. The results are presented as a narrative synthesis reported according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines.ResultsOverall, 65 citations were eligible and referred to 52 primary studies. The number of primary studies reporting the use of CPD-REACTION has increased continuously since 2014 from 1 to 16 publications per year (2021). It is available in English, French, Spanish, and Dutch. Most of the studies were conducted in Canada (30/52, 58%). Furthermore, 40 different clinical behaviors were identified. The most common CPD format was e-learning (34/52, 65%). The original version of the CPD-REACTION questionnaire was used in 31 of 52 studies, and an adapted version in 18 of 52 studies. In addition, 31% (16/52) of the studies measured both the pre- and postintervention scores. In 22 studies, CPD providers were university-based. Most studies targeted interprofessional groups of health professionals (31/52, 60%).ConclusionsThe use of CPD-REACTION has increased rapidly and across a wide range of clinical behaviors and formats, including a web-based format. Further research should investigate the most effective way to adapt the CPD-REACTION questionnaire to a variety of clinical behaviors and contexts.Trial RegistrationPROSPERO CRD42018116492; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=116492

Continuous professional development: Perceptions of secondary school teachers in Zambia

Teacher professional development (TPD) is not only an ongoing process that contributes towards individual growth of teachers but also an integral element in school improvement. This paper reports the Zambian secondary school teachers’ perceptions of their continuous professional development in teacher engagement in CPD activities, perceived importance of different CPD programs/activities, needs to be focused on future training, and barriers using quantitative data. A self-created questionnaire was distributed to 700 conveniently selected secondary school teachers from four schools. The data was examined using descriptive statistics such as frequency of responses, mean scores, and standard deviation, as well as the t-test of independent samples for comparing the perspectives of respondents from different categories. From the findings, teachers were moderately engaged in TPD programs/activities and perceived developing teaching and learning materials as highly important. The impact of their perceptions was evident as there was no significant difference between female and male perceptions about their engagement in teacher CPD programs. Thus, the importance of recognizing and addressing teachers' perceptions of CPD is argued in this study because teachers play an important role in how they learn and how their perceptions impact the changes they make in their teaching practice.

Practices and Challenges of Professional Learning Communities: A Mixed Method Study on Social Sciences Faculty of Government Colleges in Bangladesh

The study is intended to investigate the nature and challenges of PLC in government colleges of Bangladesh by applying mix method approach. The investigation is conducted principally based on primary data in collaboration with some sort of secondary sources of data which make the study more consequential. Accordingly, to conclude the finding it triangulates the quantitative analysis, qualitative information and researchers’ observation. Consequentially, the inference drawn from the investigation implicates that there is no programmed PLC practices exist in Bangladeshi college education as CPD activities. In addition, there is some factual and potential challenges exist to implement PLC related to institutional reality and personality trait that is motivational in nature. The motivational aspect of professional is also engendered by institutional practices. Finally, to find out the challenges the study also has drawn some recommendations for resolution of the identified challenges.

Extended reality (XR) virtual practical and educational eGaming to provide effective immersive environments for learning and teaching in forensic science

Online virtual learning resources have been available for learning and teaching in forensic science for some years now, but the recent global COVID-19 related periods of irregular lockdown have necessitated the rapid development of these for teaching, learning and CPD activities. However, these resources do need to be carefully constructed and grounded in pedagogic theory to be effective. This article details eXtended Reality (XR) learning and teaching environments to facilitate effective online teaching and learning for forensic geoscientists. The first two case studies discussed in this article make use of Thinglink software to produce virtual learning and teaching XR resources through an internet system, which was delivered to undergraduate students in 2021. Case one details a range of XR virtual laboratory-based equipment resources, providing a consistent, reliable and asynchronous learning and teaching experience, whilst the second case study presents an XR virtual learning applied geophysics resource developed for a 12-week CPD training programme. This programme involves recorded equipment video resources, accompanying datasets and worksheets for users to work through. Both case studies were positively received by learners, but there were issues encountered by learners with poor internet connections or computer skills, or who do not engage well with online learning. A third case study showcases an XR educational forensic geoscience eGame that was developed to take the user through a cold case search investigation, from desktop study through to field reconnaissance and multi-staged site investigations. Pedagogic research was undertaken with user questionnaires and interviews, providing evidence that the eGame was an effective learning and teaching tool. eGame users highly rated the eGame and reported that they raised awareness and understanding of the use of geophysics equipment and best practice of forensic geoscience search phased investigations. These types of XR virtual learning digital resources, whilst costly to produce in terms of development time and staff resource, provide a complementary virtual learning experience to in-situ practical sessions, and allow learners to asynchronously familiarise themselves with equipment, environments and techniques resulting in more efficient use of in situ time. The XR resources also allow learners to reinforce learning post in-situ sessions. Finally, XR resources can provide a more inclusive and authentic experience for learners who cannot attend or complete work synchronously.

Pharmacists' Perceptions of Handling Antimicrobial Resistance (AMR): A Case Study in Saudi Arabia.

IntroductionSaudi Arabia is one of the countries facing the emergence of antimicrobial resistance (AMR). The pharmacist is an important stakeholder in the healthcare system who plays a crucial role in avoiding AMR and implementing antimicrobial stewardship (AMS).MethodsA cross-sectional design was used in this study. The online questionnaire collected data regarding the enablers that have helped in preparing pharmacists to handle AMR and the barriers faced by pharmacy personnel in handling AMR, as well as the strategies used to overcome the identified barriers.ResultsA total of 109 participants were included in the study. Just under two thirds (62.4%) of participants were female and the majority (70.6%) worked as pharmacists. Just under half (41.7%) had between 6 and 10 years of work experience. Three quarters (74.3%) had antimicrobial stewardship in place and around the same number (73.4%) were involved in handling infectious disease management during the COVID-19 pandemic. Pharmacists have found that preparatory items/tasks, pharmacy college curriculum, pharmacy rotation, years of experience and self-education related to AMR handling to be natural, with a mean of 3.2. The participants found all the barriers – insufficient background, in site education and training, limited time, limited CPD activities, limited educational tools and no free access to relevant clinical journals – to be relevant, with a mean of 4.05. The participants found all the enablers – CPD activities, funded educational programs, allowing time for self-education, accessible educational resources and tools, annual evolution of competencies - to be relevant, with a mean of 4.12.ConclusionThe study concluded that the barriers preventing the handling of AMR could be overcome through allowing pharmacists more time for self-directed continuous education, providing access to tools and online educational resources, and offering pharmacists funded courses to equip them with the knowledge, skills and competencies needed to handle AMR.

Random case analysis in general practice clinical team meetings

The Medical Board of Australia intends to mandate that at least 25% of continuing professional development (CPD) is focused on performance review. The aim of this article is to describe howrandom case analysis (RCA) can beused for performance review in general practice clinical team meetings, and outline its benefits and challenges. RCA is a powerful learning method for CPD. Involving peers in case review allows practice quality improvement and safety issues to be explored. Planning is required to overcome logistic and legal barriers and to ensure accreditation of the activity by The Royal Australian College of General Practitioners. Vital to the success of RCA is a supportive educational environment and the provision of learner-centred and specific feedback.