Redesigning Continuing Education in the Health Professions (2010) / Chapter Skim
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5 Envisioning a Better System of Continuing Professional Development
5 Envisioning a Better System of Continuing Professional Development
Pages 93-114
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From page 93... ...
Ensuring that health professionals attain and maintain these competencies should be at the heart of a new continuing professional development (CPD) system, which would hold as its ultimate aim improving patient outcomes and protecting patient safety.
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From page 94... ...
The CPD system will benefit when its providers and researchers collaborate with other professionals in the quality improvement community; efficiencies gained from such collaborations could yield important benefits to patients. For example, grounding the quality improvement efforts of health professionals into proven educational techniques will provide systems-based feedback to planners, policy makers, and participating health professionals.
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From page 95... ...
A CPD sys tem would help clinicians achieve quality improvement, while peerreviewed studies of CE can claim to support only minimum levels of competence and have infrequently proven effective for improving the quality of care. Although CE has minimally used health information technologies in training and education, a comprehensive CPD system would foster development and dissemination of technologybased approaches.
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From page 96... ...
Understanding the importance of CPD through prelicensure training helps to firmly secure this pursuit as a lifelong professional commitment and a vitally important educational practice of responsible health professionals. The CPD system should address clinicians' learning needs at the point of care where practice-based inquiry and the learning needs of clinicians originate, and CPD methods should provide the skills or tools required to meet those needs.
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From page 97... ...
Stages of Stag e 1: Stag e 2 : Stag e 3 : Stag e 4 : Stag e 5 : Health Health professional Health professional Health professional Tr ying out what Incorporating what was learne d rec ognizes an searches for resources engages in learning was learne d into prac tice Professional oppor tunity for for learning Learning learning to benefit patient care Predisposing CPD Enabling CPD Activities Reinforcing CPD Activities Instructional Activities Design and Presentatio n Feedback Educational Planning Example/ Demonstratio n Practice Enrolls Satisfied Learning : Learning : Improved health Improved Improved Improved Expanded in CPD with CPD declarative procedural professional health patient population Outcomes activity activity knowledge knowledge competence professional health and health Framework performance experience status Level 3a Level 5 Level 6 Level 7 Level 1 Level 2 Level 3 b Level 4 How can patient care quality improve? Needs assessment Assessment Formative assessment Summative assessment FIGURE 5-1 The continuing professional development cycle and system.
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From page 98... ...
Recommendation 2: To achieve the new vision of a continu ing professional development system, the planning committee should design an institute that: (a) Creates a new scientific foundation for CPD to enhance health professionals' ability to provide better care; (b)
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From page 99... ...
STEPS TO ENHANCE CONTINUING PROFESSIONAL DEVELOPMENT The steps needed to support this vision include developing a new scientific foundation of CPD, developing new measures to assess CPD and its impact, developing and implementing health information technologies, identifying effective education improvement tools, enhancing interprofessional collaboration, and generat ing the "value proposition" for CPD that fully captures the value of CPD in improving health care quality and patient safety.
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From page 100... ...
Once identified, these gaps should be pursued as opportunities and addressed through improvements in health professionals' knowledge, skills, and attitudes. Coordination of efforts would be emphasized to streamline the generation and dissemination of innovations and reduce unwitting duplication of research efforts.
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From page 101... ...
Organizations such as the National Quality Forum, the Agency for Healthcare Research and Quality, the National Committee for Quality Assurance, and the Institute for Healthcare Improvement, which have developed an infrastructure to set priorities, create and endorse performance measures, and publicly report data to improve care quality, would benefit from the additional resource of CPD in helping to assure the application and measurement of innovation in clinical practice. Developing and Implementing Health Information Technologies Over the past decade, modern health information technology has created innovative ways to support CPD.
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From page 102... ...
• Simulation: Technology-enabled simulation can include but is not limited to Internet-based case scenarios to unfold a journey of a tailored, just-in-time information and knowledge exchange opportunities for unstructured learning or tacit knowledge acquisition. With the emerging technology-enabled CPD initiatives described in Box 5-2 and other initiatives, a new world of learning can be developed and integrated into learning environments for knowledge capture, dissemination, transmission, and reflection.
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From page 103... ...
• Social networking: Social networking sites such as Twitter and Face book provide the opportunity for health professionals to communi cate, collaborate, and share ideas with each other and the public in unparalleled ways -- with additional possibilities yet unknown. These sites have the capacity to reach much larger audiences, are relatively convenient to use, and can have the potential to create new com munities of learning.
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From page 104... ...
• Learning portfolios are based on the adult learning principle of analysis of and reflection on experience. They enable practic ing health professionals to document, formally assess, and learn from their clinical and educational experiences.
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From page 105... ...
They offer much promise to support lifelong learning for all health professionals. Enhancing Interprofessional Collaboration Collaboration among professions is necessary for the provision of optimal health care in modern health care settings (see Box 5-3)
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From page 106... ...
The primary care doctor in formed the inpatient team that the patient's respiratory condition had been exacerbated by similar blood pressure medications in the past, and the cardiology team found an alternate blood pressure regimen. The primary care physician also informed the inpatient team that the patient did not have access to transportation to the physical therapy facility, prompting the inpatient physical therapist to arrange for care through a clinical trial at a nearby academic stroke rehabilitation center.
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From page 107... ...
The committee believes collaboratives are important to the functions of a CPD system and need to work with other organizations that have the funding and authority to pull the various stakeholders together from all relevant health professions. A culture of learning to support quality will span both the CPD system and the quality improvement community.
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From page 108... ...
. Member organizations include the following: Accreditation Council for Continuing Medical Education Alliance for Continuing Medical Education American Academy of Family Physicians American Board of Medical Specialties American Hospital Association American Medical Association American Osteopathic Association Association for Hospital Medical Education Association of American Medical Colleges Council of Medical Specialty Societies Federation of State Medical Boards Society for Academic Continuing Medical Education Four other member groups are participants in the Conjoint Committee but are not full voting members: Accreditation Council for Graduate Medi cal Education, Journal of Continuing Education in the Health Professions, National Board of Medical Examiners, and The Joint Commission.
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From page 109... ...
Descriptive reports detailing these methods could be distributed widely to CPD providers and health professionals interested in advancing training. Alternatively, effective CPD methods could be taught by qualified CPD providers to other providers.
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From page 110... ...
It is conceivable that many health professionals would want to learn in a specialized institution dedicated to developing comprehensive and integrated CPD pro grams, rather than collecting credits in a piecemeal and disjointed fashion. If these CPD programs were structured to provide premier educational opportunities, the professional drive to achieve excel lence would likely also spur health professionals to enroll.
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From page 111... ...
CONCLUSIONS Imagine a health care system with the ability to rapidly adapt to the needs of patients, health professionals, and institutions through a shared commitment to CPD and high quality patient care. Imagine a health care system in which everyone is a learner, supported on the arc of professional development with knowledge of tailored learning goals, the tools to meet and surpass those goals, and a community of other learners with whom to share the process.
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From page 112... ...
2008. Continuing medical education, professional development, and requirements for medical licensure: A white paper of the Conjoint Committee on Continuing Medical Education.
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From page 113... ...
2005. Continuing medical education in the United States: Why it needs reform and how we propose to accomplish it.
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