scholarly journals Towards successful implementation of continuing professional development – a survey of psychiatrists' attitudes

2001 ◽  
Vol 25 (9) ◽  
pp. 334-336 ◽  
Author(s):  
Mark Davies ◽  
Mike Ford
Keyword(s):  
Professional Development ◽  
Peer Group ◽  
Group Structure ◽  
Peer Groups ◽  
Continuing Professional Development ◽  
Group Method ◽  
Clinical Implications ◽  
Successful Implementation ◽  
Educational Supervisor ◽  
Meeting Problems

Aims and MethodThis survey aims to aid implementation of continuing professional development (CPD) by determining the acceptability of current proposals and predict problem areas. All non-training grade psychiatrists working in the area of a single deanery were asked about their attitude to CPD and, in particular, focusing on the peer group method.ResultsOf the 115 respondents, 98% said they agreed with some form of CPD. Just under half of respondents thought peer groups were appropriate for CPD planning, with four being the most popular size, and 3 months the preferred frequency of meeting. Problems identified with the peer group structure included individual, speciality-based and organisation-related issues. Regarding sharing of CPD information, 40% of respondents thought the College should receive updates of individual progress, while the medical director was cited in over half. Finally, loss of educational supervisor status was felt to be the most appropriate penalty for failure to adhere to the CPD process.Clinical ImplicationsThese results indicate that although there is general agreement to some form of CPD, peer groups are not universally accepted as the best design.

scholarly journals Continuing professional development for psychiatrists: surveying current practice in the UK

2011 ◽  
Vol 35 (4) ◽  
pp. 151-154
Author(s):  
J. S. Bamrah ◽  
D. A. Gray ◽  
N. Purandare ◽  
S. Merve
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Peer Group ◽  
Peer Groups ◽  
Continuing Professional Development ◽  
Regional Survey ◽  
Competing Demands ◽  
The Face ◽  
The Uk ◽  
A Current

Aims and methodThe Royal College of Psychiatrists recommends that all psychiatrists undertake continuing professional development (CPD) as part of their personal development plan (PDP) and that, for quality assurance, all CPD activity is approved by their peer groups. We conducted a regional survey (Survey I) of consultant psychiatrists attending a regional conference of the College to assess their current CPD practice, and a more detailed national survey (Survey II) into sessional time for CPD and peer group activity of all consultant psychiatrists and staff grade, associate specialist and specialty (SASS) doctors.ResultsThe surveys showed some similarities. Survey I (n = 36) showed that 83% of consultants had a current CPD certificate and that consultants experienced significantly more difficulty in achieving their ‘internal’ compared with ‘external’ CPD requirements (39% v. 20%). Survey II (n = 2632) showed that 98% of our sample thought CPD was important for revalidation. Despite this, over 50% had difficulty accessing CPD time regularly in their timetable. In total, 97.4% of consultants and 85.7% of SASS doctors were in peer groups.Clinical implicationsA revised CPD policy must give credit to peer group meetings and set out more clearly the distinction between the types of CPD activity psychiatrists undertake. We recommend more robust job planning to enable psychiatrists to fulfil their CPD requirements in the face of competing demands on their clinical time and reducing resource.

scholarly journals The College

2005 ◽  
Vol 29 (4) ◽  
pp. 154-156
Author(s):  
Joe Bouch ◽  
Robert Jackson
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Personal Development ◽  
Peer Group ◽  
Continuing Professional Development ◽  
General Medical Council ◽  
Learning Objectives ◽  
Medical Council ◽  
Minimum Requirement ◽  
Development Plans

In April 2001 the College introduced personal development plans (PDPs) as the mechanism for achieving continuing professional development (CPD) objectives. We moved from an individual, retrospective points counting exercise to a prospective peer-group based activity centring on individuals' learning objectives (Royal College of Psychiatrists, 2001). The current CPD policy is due for review in 2005. It is largely in line with General Medical Council guidance, Continuing Professional Development (April 2004) and the Academy of Medical Royal Colleges, CPD: The Ten Principles. A Framework for Continuing Professional Development (February 2002), and major revision will not be necessary. Two significant changes will be incorporated in the new policy. The first is an audit procedure whereby a random 5% of returns will be subject to further scrutiny. This is a process audit and necessary for the quality assurance of the system as a whole (Bouch & Jackson, 2004). The second will allow us to complete up to 10 h of our 50-h minimum requirement for attending meetings, by engaging in online CPD activities.

scholarly journals Profile of staff grade psychiatrists

1999 ◽  
Vol 23 (1) ◽  
pp. 24-29
Author(s):  
Aileen Blower
Keyword(s):  
Professional Development ◽  
Career Aspirations ◽  
Continuing Professional Development ◽  
Postal Questionnaire ◽  
Career Progression ◽  
Heterogeneous Group ◽  
Clinical Implications ◽  
Demographic Profile ◽  
Professional Isolation

Aims and methodStaff grade psychiatrists working in Scotland were surveyed by postal questionnaire in order to determine their demographic profile, career aspirations and experience of the grade.ResultsA heterogeneous group of doctors was identified, from a variety of professional backgrounds, and with a range of ambitions. Respondents generally held a favourable view of the grade, but expressed concern over perceived lack of opportunities for training, education and career progression. This is despite considerable recent efforts by the College to include non-consultant career grades in its programme for Continuing Professional Development.Clinical implicationsThere remains scope for imaginative development of the grade. In particular, staff grade psychiatrists might benefit from a more individualised approach to, and support for, all areas of their professional development. Such ‘mentoring’ may be especially beneficial for staff grades in Scotland, for whom geographical, as well as professional isolation, can be problematic.

Facilitating Peer-Group Entry in Kindergartners With Impairments in Social Communication

2003 ◽  
Vol 34 (2) ◽  
pp. 154-166 ◽  
Author(s):  
Jill Selber Beilinson ◽  
Lesley B. Olswang
Keyword(s):  
High Risk ◽  
Social Communication ◽  
Intervention Program ◽  
Peer Group ◽  
Peer Groups ◽  
Clinical Implications ◽  
Cooperative Play ◽  
Speech Language Pathologist ◽  
Communication Interaction ◽  
The University

Purpose: This series of case studies examined the efficacy of intervention designed to teach peer-group entry skills to kindergartners with social interaction and communication deficits. Method: The participants were 3 kindergartners at the University of Washington Experimental Educational Unit (EEU) who were selected because of difficulty with peer-group entry and cooperative play as compared to other children in the classroom. The intervention program included direct treatment of the children by the primary researcher and teachers in the classroom. The intervention was modeled on research describing a sequential peer-entry hierarchy that incorporated the children moving from low-risk strategies to high-risk strategies. Specifically, the treatment focused on teaching the children to use props to facilitate the production of high-risk verbal statements. Results: Results demonstrated increases in (a) children’s use of props and verbal statements to enter peer groups, (b) cooperative play, and (c) time spent interacting with peers. Results also indicated that following treatment, the children’s behaviors more closely resembled those of their comparison peers. Clinical Implications: Results are encouraging for suggesting strategies for working with kindergartners who exhibit social communication interaction problems. The data indicate that a combined speech-language pathologist/teacher intervention using modeling and prompting with visual stimuli may be successful in teaching children to use props and specific verbal statements as a means of entering peer groups and engaging in cooperative play.

scholarly journals What direction for Continuing Professional Development?

1999 ◽  
Vol 23 (8) ◽  
pp. 490-493 ◽  
Author(s):  
David Newby
Keyword(s):  
Professional Development ◽  
Teaching Methods ◽  
Strong Support ◽  
Continuing Professional Development ◽  
Educational Activity ◽  
Clinical Implications ◽  
Main Obstacle ◽  
Teaching Community ◽  
Key Issues ◽  
Health Trust

Aims and methodsA questionnaire survey of attitudes to Continuing Professional Development (CPD) was addressed to all 58 non-training grade psychiatrists working in a large teaching community mental health trust. Ninety-three per cent provided responses. Views were sought on the value of various teaching methods, how CPD should be organised, what barriers to participation colleagues encounter and whether CPD should be made mandatory.ResultsThese showed strong support for the personal study element of CPD, indicated the range of other teaching modalities used by practitioners including industry supported symposia and found a significant majority in favour of making CPD mandatory. Pressure of time was the main obstacle to participation for most.Clinical implicationsThe survey provides pointers for the key Issues which are likely to affect the readiness of practitioners to participate in CPD, as well as informing decisions on the type of ongoing educational activity that psychiatrists see as relevant.

scholarly journals Personal development plans: making them work, making them count

2003 ◽  
Vol 9 (1) ◽  
pp. 5-10 ◽  
Author(s):  
David Newby
Keyword(s):  
Professional Development ◽  
National Health Service ◽  
Health Service ◽  
Personal Development ◽  
Peer Group ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Group Settings ◽  
Development Plans ◽  
Professional Development Programme

Personal development plans (PDPs) are a central requirement to remaining in good standing for the Continuing Professional Development programme of the Royal College of Psychiatrists. They are also integral to the framework now agreed for consultant appraisal in the National Health Service. This paper sets out the context which makes PDPs increasingly important and discusses the link between appraisal and revalidation, covering ‘360-degree’ techniques such as Ramsey questionnaires (which may ultimately figure in revalidation mechanisms). It then describes the practicalities of generating PDPs, especially in peer group settings. Experience from pilot workshops is used to illustrate how PDPs can be made to work and how learning/developmental objectives can be made meaningful.

Enablers and Barriers of Integrating Game-Based Learning in Professional Development Programmes

2022 ◽  
pp. 507-532
Author(s):  
Nashwa Ismail ◽  
Anne Adams
Keyword(s):  
Professional Development ◽  
Police Officers ◽  
Game Design ◽  
Research Team ◽  
Continuing Professional Development ◽  
Technology Enhanced Learning ◽  
Successful Implementation ◽  
Design Development ◽  
Game Based Learning ◽  
Interviewing Children

This study investigates the enablers and barriers of embedding technology for continuing professional development (CPD) of staff in the police sector. The research team developed an online game called “Child Witness Interview Simulation” (CWIS) to complement existing interview training for police officers and help them gain competency in interviewing children. Within the game design, development, and commercializing phases, the research team came across key themes that define the opportunities and challenges of implementing GBL through a police-based learning approach to CPD. The study identified that the successful implantation of Technology-Enhanced learning (TEL) in CPD falls into two broad categories: organizational, which considers learning outcomes, and individual, which considers learning aims and competency. Therefore, for successful implementation of TEL in CPD, ongoing supportive organizational culture that encourages employees and managers to be committed and motivated to implement TEL in CPD is necessary.

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