Redesigning Continuing Education in the Health Professions (2010) / Chapter Skim
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1 Continuing Professional Development: Building and Sustaining a Quality Workforce
1 Continuing Professional Development: Building and Sustaining a Quality Workforce
Pages 15-28
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From page 15... ...
But these efforts typically overlook a critical piece of improving quality: developing and maintaining a reliable, properly trained health professional workforce. A well-educated workforce is critical to the discovery and application of health care practices to prevent disease, promote well-being, and increase the quality life-years of the public.
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From page 16... ...
Because individual learning styles differ greatly, innovative learning methods are developed to help health professionals maintain their competencies. Over time, learning methods have evolved from a focus on professionals' attendance at and satisfaction with a limited set of educational activities to a focus on demonstrably changing professional practice and improving patient outcomes.
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From page 17... ...
Within this schematic, continuing education is largely teacherdriven, focuses on clinical education, and predominantly builds on education theory. CE often is associated with didactic learning methods, such as lectures and seminars, which take place in auditoriums and classrooms.
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From page 18... ...
, this report adopts the term CPD to recognize the importance of more comprehensive, lifelong learning. In the context of this report, CPD is used to address the future state and CE is used when addressing past and current continuing education efforts, even though some elements of CPD are being used in limited contexts.
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From page 19... ...
19 CPD: BUILDING AND SUSTAINING A QUALITY WORKFORCE TABLE 1-1 Continued Professional Training Education Development Outcomes Passive activity; Observation, Reflecting on conditioned analysis, and practice, identifying reflex action questioning problems to formulate hypotheses and make conclusions; actions modified according to conclusions or solutions Continuing Professional Continuing Development Education (CPD) Description Serves to update Deals with and reinforce personal, knowledge (e.g., communication, management of managerial, and heart attacks, team-building diagnosis of skills in addition to HIV)
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From page 20... ...
. In medicine, CE was often confused with graduate medical education in the 1920s and 1930s as a way to address the issue of improperly trained physicians, but this ended with the advent of internship and residency, which extended formal physician training.
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From page 21... ...
There also were concerns about the perceived lack of stan dardized prerequisites and curriculums across medical schools; the reliance on education through lectures and memorization, not at a patient's bedside; and the proprietary nature of medical education. These concerns about undergraduate medical education in the early 1900s mirror today's concerns about the continuing education of all health professions, as highlighted in the report Work and Integrity (Campbell and Rosenthal, 2009; Cooke et al., 2006; Flexner, 1910; Sullivan, 2005)
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From page 22... ...
Maximizing learning is critical to developing a better system of continuing professional development. Regulation of how much and what type of CE health professionals must obtain is conducted at the federal, state, and local levels through licensure and certification, which set the minimum standards of competency for a profession.
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From page 23... ...
A critical assessment of the effectiveness of CE on the performance of health professionals is needed at the individual and aggregate discipline levels, on the various modes of CE delivery, and on the ability of health professionals to close the gap between current and optimal health system performance. This assessment is made difficult, however, by the relative lack of high quality studies in the published literature.
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From page 24... ...
In accordance with its statement of task, the IOM study committee reviewed a variety of issues surrounding the state of continuing education for health professionals, but did not try to identify specific educational methods or approaches to be used in CE. The committee focused only on postlicensure learning, although it recognizes the importance of strengthening the entire continuum of health professional learning.
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From page 25... ...
IOM Committee Methods The committee met three times during the course of the 12month study and conducted a literature review on the effectiveness of continuing education methods (see Appendix A)
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From page 26... ...
, which identified five core competencies that all health professionals should have and made recommendations for improving the testing and assurance of health professionals' competencies. The five core competencies include being able to provide patient-centered care, work in interdisciplinary teams, employ evidence-based practice, apply quality improvement strategies, and use health informatics.
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From page 27... ...
2007. Continuing education in the health profes sions: Improing healthcare through lifelong learning.
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From page 28... ...
1955. Scope and extent of postgraduate medical education in the United States.
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