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Ailee Kennedy - One of the best experts on this subject based on the ideXlab platform.
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understanding Continuing Professional Development the need for theory to impact on policy and practice
Professional Development in Education, 2014Co-Authors: Ailee KennedyAbstract:This article reflects on my 2005 article in this journal, entitled ‘Models of Continuing Professional Development: a framework for analysis’. Having been invited to reflect on the original article as part of Professional Development in Education’s 40th anniversary celebrations, I have taken the opportunity not only to reflect on the structure and content of the original framework, but also to position it within the current state of literature in the area of teacher Professional learning. In so doing, this article proposes an updated framework for analysis, focusing more explicitly on the purpose of particular models than the categorisations of the models themselves. It then goes on to expand on this by considering how various aspects of Continuing Professional Development policies might be analysed according to what they reveal about underlying perspectives on Professionalism. The article concludes with some thoughts on how theory about teacher Professional learning might better help us to understand poli...
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models of Continuing Professional Development a framework for analysis
Professional Development in Education, 2014Co-Authors: Ailee KennedyAbstract:The area of teachers' Continuing Professional Development (CPD) is of growing interest internationally. However, while an increasing range of literature focuses on particular aspects of CPD, there is a paucity of literature addressing the spectrum of CPD models in a comparative manner. This article therefore considers a wide range of international literature, together with some specific examples from the Scottish context, in proposing a framework built around key characteristics of individual models of CPD. The framework identifies nine key models, which are then classified in relation to their capacity for supporting Professional autonomy and transformative practice. The article considers the circumstances in which each of the nine models of CPD might be adopted, and explores the form(s) of knowledge that can be developed through any particular model. It also examines the power relationships inherent in the individual models and explores the extent to which CPD is perceived and promoted either as an individual endeavour related to accountability, or as a collaborative endeavour that supports transformative practice. Finally, it is argued that there is a need for greater interrogation of both the purpose and the potential outcomes of CPD structures - the framework outlined in this article is offered as one way of supporting such analysis.
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collaborative Continuing Professional Development cpd for teachers in scotland aspirations opportunities and barriers
European Journal of Teacher Education, 2011Co-Authors: Ailee KennedyAbstract:This paper explores stakeholders' views on the desirability of collaborative Continuing Professional Development (CPD) and examines potential barriers. It draws on two projects which each explore perceptions of CPD for teachers in Scotland. The data include interviews with key informants and with practising teachers as well as survey data from Year 2–6 teachers. Analysis of data reveals an aspirational view of collaborative CPD, yet some of the data also reveal a pragmatic, occupational approach to CPD where the structure of the CPD framework is seen as fixed and not conducive to collaborative endeavour. The data are analysed with reference to the triple lens framework which offers a composite framework for understanding teacher learning. The analysis is considered in relation to both the growing literature on collaborative CPD and the current policy context in Scotland, drawing out key messages of relevance to wider European and international contexts.
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teachers Continuing Professional Development contested concepts understandings and models
Journal of In-service Education, 2007Co-Authors: Christine Frase, Ailee Kennedy, Lesley Reid, Stephe J MckinneyAbstract:Teachers' Continuing Professional Development (CPD) is being given increasing importance in countries throughout the world. In Scotland, the changing Professional and political context has resulted in unprecedented investment in CPD. However, analysis and evaluation of CPD policies, practice and impact is complex. In seeking to understand some of the complexities, this article proposes a triple-lens framework, drawing on three different accounts of teacher learning. The framework is then used to analyse three specific examples of CPD initiatives. Conclusions point to the need to consider a much wider conception of teacher learning in which socio-cultural aspects are given due attention.
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models of Continuing Professional Development a framework for analysis
Journal of In-service Education, 2005Co-Authors: Ailee KennedyAbstract:Abstract The area of teachers' Continuing Professional Development (CPD) is of growing interest internationally. However, while an increasing range of literature focuses on particular aspects of CPD, there is a paucity of literature addressing the spectrum of CPD models in a comparative manner. This article therefore considers a wide range of international literature, together with some specific examples from the Scottish context, in proposing a framework built around key characteristics of individual models of CPD. The framework identifies nine key models, which are then classified in relation to their capacity for supporting Professional autonomy and transformative practice. The article considers the circumstances in which each of the nine models of CPD might be adopted, and explores the form(s) of knowledge that can be developed through any particular model. It also examines the power relationships inherent in the individual models and explores the extent to which CPD is perceived and promoted either a...
Olle Te Cate - One of the best experts on this subject based on the ideXlab platform.
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strategies for Continuing Professional Development among younger middle aged and older nurses a biographical approach
International Journal of Nursing Studies, 2015Co-Authors: Inge Pool, R F Poell, Marjolei G M C Erings, Olle Te CateAbstract:Abstract Background A nursing career can last for more than 40 years, during which Continuing Professional Development is essential. Nurses participate in a variety of learning activities that correspond with their Developmental motives. Lifespan psychology shows that work-related motives change with age, leading to the expectation that motives for Continuing Professional Development also change. Nevertheless, little is known about nurses' Continuing Professional Development strategies in different age groups. Objectives To explore Continuing Professional Development strategies among younger, middle-aged, and older nurses. Methods A qualitative study using semi-structured interviews, from a biographical perspective. Data were analysed using a vertical process aimed at creating individual learning biographies, and a horizontal process directed at discovering differences and similarities between age groups. Participants Twenty-one nurses in three age groups from general and academic hospitals in the Netherlands. Results In all age groups, daily work was an important trigger for Professional Development on the ward. Performing extra or new tasks appeared to be an additional trigger for undertaking learning activities external to the ward. Learning experiences in nurses' private lives also contributed to their Continuing Professional Development. Besides these similarities, the data revealed differences in career stages and private lives, which appeared to be related to differences in Continuing Professional Development strategy; ‘gaining experience and building a career' held particularly true among younger nurses, ‘work-life balance' and ‘keeping work interesting and varied' to middle-aged nurses, and ‘consistency at work' to older nurses. Conclusions Professional Development strategies can aim at performing daily patient care, extra tasks and other roles. Age differences in these strategies appear to relate to tenure, perspectives on the future, and situations at home. These insights could help hospitals to orientate Continuing Professional Development approaches toward the needs of all age groups. This should be particularly relevant in the face of present demographic changes in the nursing workforce.
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nurses and managers perceptions of Continuing Professional Development for older and younger nurses a focus group study
International Journal of Nursing Studies, 2013Co-Authors: Inge Pool, R F Poell, Olle Te CateAbstract:Abstract Background Continuing Professional Development of nurses is increasingly necessary to keep abreast of rapid changes in nursing care. Concurrently, the nursing workforce is growing older. Therefore, future strategies for Continuing Professional Development should be directed at both younger and older nurses. Although there is some evidence that various personal, organisational and social factors result in lower participation of older workers in Development activities, age-related differences in Continuing Professional Development among nurses remain under-explored. Objective This study explored nurses' and their managers' perceptions of the differences in Continuing Professional Development between younger and older nurses. Design A qualitative study using focus groups. The interviews were analysed using a thematic analysis strategy. Settings A large academic hospital in the Netherlands. Participants 22 nurses in three age groups (20–34 years, 35–49 years and 50–65 years) and 10 nurse managers participated in four focus groups. Results Six themes regarding differences in Continuing Professional Development for younger and older nurses emerged from the data: (1) level of focus, (2) creating possibilities to leave the bedside, (3) ambitious young nurses, (4) same resources, different requirements, (5) ceiling in courses for older nurses, and (6) social status and self esteem. Overall, participants seemed to conceptualise Continuing Professional Development along three dimensions: purpose, level of formality of learning activities, and scope of Development. Conclusions The findings suggest that participants perceive differences in Continuing Professional Development between younger and older nurses. Its purpose and the contributing learning activities are considered to change during the lifespan. When developing strategies for Continuing Professional Development, the requirements and needs of different age groups need to be taken into account. Whether the scope of Professional Development is confined to "keeping up to date" or used more broad, including "expansion of skills and knowledge" seems to relate more to nurses' attitudes towards work than to their age.
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competency based Continuing Professional Development
Medical Teacher, 2010Co-Authors: Craig Campbell, Olle Te Cate, Iva Silve, Jonatha Sherbino, Eric S HolmboeAbstract:Competence is traditionally viewed as the attainment of a static set of attributes rather than a dynamic process in which physicians continuously use their practice experiences to ‘‘progress in competence’’ toward the attainment of expertise. A competency-based Continuing Professional Development (CPD) model is premised on a set of learning competencies that include the ability to (a) use practice information to identify learning priorities and to develop and monitor CPD plans; (b) access information sources for innovations in Development and new evidence that may potentially be integrated into practice; (c) establish a personal knowledge management system to store and retrieve evidence and to select and manage learning projects; (d) construct questions, search for evidence, and record and track conclusions for practice; and (e) use tools and processes to measure competence and performance and develop action plans to enhance practice. Competency-based CPD emphasizes self-directed learning processes and promotes the role of assessment as a Professional expectation and obligation. Various approaches to defining general competencies for practice require the creation of specific performance metrics to be meaningful and relevant to the lifelong learning strategies of physicians. This paper describes the assumptions, advantages, and challenges of establishing a CPD system focused on competencies that improve physician performance and the quality and safety of patient care. Implications for competency-based CPD are discussed from an individual and organizational perspective, and a model to bridge the transition from residency to practice is explored.
Tim Shaw - One of the best experts on this subject based on the ideXlab platform.
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effectiveness of the spaced education pedagogy for clinicians Continuing Professional Development a systematic review
Medical Education, 2019Co-Authors: Jane Phillips, Nicole Heneka, Priyanka Hattarai, Claire Frase, Tim ShawAbstract:Context Ensuring clinical practice reflects current evidence is challenging given the rapid proliferation of new knowledge. Changing entrenched clinical behaviours and facilitating the adoption of best practice evidence requires a range of strategies, including affordable, scalable and effective Continuing Professional Development (CPD). Yet, identifying the CPD delivery method most likely to effectively change and improve patient outcomes is difficult given the variability in the evidence for different learning approaches. Although there is moderate level evidence for outreach education, audit and feedback, and face-to-face or online learning, little is known about the capacity of spaced education to change ineffective clinical practice(s). Spaced education harnesses the power of spacing, repetition and testing learning content to increase topic-specific knowledge. Although spaced education is widely used in undergraduate and postgraduate medical programmes, its effectiveness as a CPD delivery method that improves patient outcomes is less certain. Aim To determine the effectiveness of the spaced education CPD programmes to change targeted clinical knowledge and practice(s) to improve patient outcomes. Method A systematic review, appraising the spaced education CPD evidence generated from searching six specialist medical and psychosocial databases. Studies published in English peer-reviewed journals from 1 January, 2000 to 31 August, 2018 were eligible for inclusion. A modified Kirkpatrick four levels of evaluation framework assisted with appraising the effect of spaced education CPD interventions on clinicians and patients. Results Of the 2396 studies identified, 17 met the inclusion criteria, involving 2701 practising clinicians from multiple disciplines and specialties. Five randomised controlled trials generated level II evidence, with the remaining 12 studies generating lower levels of evidence. The majority of studies (n = 14) involved the delivery of online spaced education. All studies were evaluated using the modified Kirkpatrick four levels of evaluation framework with: 10 studies demonstrating significant increases in participants' knowledge; seven studies reporting significant changes in clinician behaviour; four studies showing significant increases in clinician confidence; and three studies identifying significant and sustained increases in participants' clinical skills. Only two studies reported positive improvements in patient outcomes. Conclusion Spaced education via an online platform offers a scalable CPD format that can increase clinical knowledge and change practice. However, further adequately powered randomised controlled trials are required to confirm that spaced education CPD can impact positively on patients' reported outcomes.
Damie M Olto - One of the best experts on this subject based on the ideXlab platform.
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globalization of Continuing Professional Development by journal clubs via microblogging a systematic review
Journal of Medical Internet Research, 2015Co-Authors: Matthew J Roberts, Marlo Perera, Natha Lawrentschuk, Diana Romanic, Natha Papa, Damie M OltoAbstract:Background: Journal clubs are an essential tool in promoting clinical evidence-based medical education to all medical and allied health Professionals. Twitter represents a public, microblogging forum that can facilitate traditional journal club requirements, while also reaching a global audience, and participation for discussion with study authors and colleagues. Objective: The aim of the current study was to evaluate the current state of social media–facilitated journal clubs, specifically Twitter, as an example of Continuing Professional Development. Methods: A systematic review of literature databases (Medline, Embase, CINAHL, Web of Science, ERIC via ProQuest) was performed according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A systematic search of Twitter, the followers of identified journal clubs, and Symplur was also performed. Demographic and monthly tweet data were extracted from Twitter and Symplur. All manuscripts related to Twitter-based journal clubs were included. Statistical analyses were performed in MS Excel and STATA. Results: From a total of 469 citations, 11 manuscripts were included and referred to five Twitter-based journal clubs (#ALiEMJC, #BlueJC, #ebnjc, #urojc, #meded). A Twitter-based journal club search yielded 34 potential hashtags/accounts, of which 24 were included in the final analysis. The median duration of activity was 11.75 (interquartile range [IQR] 19.9, SD 10.9) months, with 7 now inactive. The median number of followers and participants was 374 (IQR 574) and 157 (IQR 272), respectively. An overall increasing establishment of active Twitter-based journal clubs was observed, resulting in an exponential increase in total cumulative tweets ( R 2 =.98), and tweets per month ( R 2 =.72). Cumulative tweets for specific journal clubs increased linearly, with @ADC_JC, @EBNursingBMJ, @igsjc, @iurojc, and @NephJC, and showing greatest rate of change, as well as total impressions per month since establishment. An average of two tweets per month was estimated for the majority of participants, while the “Top 10” tweeters for @iurojc showed a significantly lower contribution to overall tweets for each month ( P <.005). A linearly increasing impression:tweet ratio was observed for the top five journal clubs. Conclusions: Twitter-based journal clubs are free, time-efficient, and publicly accessible means to facilitate international discussions regarding clinically important evidence-based research. [J Med Internet Res 2015;17(4):e103]
Andre Jacques - One of the best experts on this subject based on the ideXlab platform.
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the majority of accredited Continuing Professional Development activities do not target clinical behavior change
Academic Medicine, 2015Co-Authors: Adriana Freitas, Philippe Thompsonleduc, Francine Orduas, Francesca Luconi, Andree Ouche, Holly O Wittema, Andre JacquesAbstract:Purpose Continually improving patient outcomes requires that physicians start new behaviors, stop old behaviors, or adjust how they practice medicine. Continuing Professional Development (CPD) is the method most commonly used by physicians to improve their knowledge and skills. However, despite regular physician attendance at these activities, change in clinical behavior is rarely observed. The authors sought to identify which of Bloom’s domains (cognitive, affective, or psychomotor) are targeted by the learning objectives of CPD activities offered by medical associations, regulatory bodies, and academic institutions in the province of Quebec, Canada. Method The authors evaluated the objectives of 110 accredited CPD activities offered to physicians and other health Professionals from November 2012 to March 2013. The objectives of each activity were extracted and classified into learning domains using Bloom’s taxonomy. Results Ninety-six percent of the learning objectives analyzed targeted the cognitive domain, which consists of six levels of increasing complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Half (47%) targeted knowledge and comprehension, whereas only 26% aimed to improve skills in analysis, synthesis, and evaluation. Conclusions
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developing a theory based instrument to assess the impact of Continuing Professional Development activities on clinical practice a study protocol
Implementation Science, 2011Co-Authors: Francine Orduas, Joa Sargea, Francesca Luconi, Andree Ouche, Andre Jacques, Rejea Laprise, Gilles Voye, Michel Rousseau, Michel Labrecque, Jeremy M GrimshawAbstract:Background: Continuing Professional Development (CPD) is one of the principal means by which health Professionals (i.e. primary care physicians and specialists) maintain, improve, and broaden the knowledge and skills required for optimal patient care and safety. However, the lack of a widely accepted instrument to assess the impact of CPD activities on clinical practice thwarts researchers’ comparisons of the effectiveness of CPD activities. Using an integrated model for the study of healthcare Professionals’ behaviour, our objective is to develop a theory-based, valid, reliable global instrument to assess the impact of accredited CPD activities on clinical practice. Methods: Phase 1: We will analyze the instruments identified in a systematic review of factors influencing health Professionals’ behaviours using criteria that reflect the literature on measurement Development and CPD decision makers’ priorities. The outcome of this phase will be an inventory of instruments based on social cognitive theories. Phase 2: Working from this inventory, the most relevant instruments and their related items for assessing the concepts listed in the integrated model will be selected. Through an e-Delphi process, we will verify whether these instruments are acceptable, what aspects need revision, and whether important items are missing and should be added. The outcome of this phase will be a new global instrument integrating the most relevant tools to fit our integrated model of healthcare Professionals’ behaviour. Phase 3: Two data collections are planned: (1) a test-retest of the new instrument, including item analysis, to assess its reliability and (2) a study using the instrument before and after CPD activities with a randomly selected control group to explore the instrument’s mere-measurement effect. Phase 4: We will conduct individual interviews and focus groups with key stakeholders to identify anticipated barriers and enablers for implementing the new instrument in CPD practice. Phase 5: Drawing on the results from the previous phases, we will use consensus-building methods to develop with the decision makers a plan to implement the new instrument.