Brigley Stephen, Johnson Cindy, Bird James, Young Howard
School of Postgraduate Medical and Dental Education, Wales College of Medicine, Biology, Life and Health Sciences, Cardiff, UK.
Med Teach. 2006 Jun;28(4):379-81. doi: 10.1080/01421590600603335.
Continuing professional development (CPD) has traditionally been an autonomous, professional concern of doctors in the UK. In a changing educational and service climate, can individualized approaches to CPD be reconciled with adult learning principles and learning that is practice-based and multidisciplinary? A survey of the CPD of consultant and non-consultant career grade staff in Wales (UK) has provided some clues on how doctors perceive their learning needs in relation to those of Trust hospitals. It indicated that these doctors pursued traditional forms of continuing education (reading, lectures and meetings), gained clinical knowledge and changed their practice as a result. The majority saw themselves as accountable for CPD to their college and specialty. Trusts had yet to promote CPD as a clinical governance priority but respondents felt that appraisal helped to mediate individual and organizational perspectives of CPD. Most career-grade doctors believed their CPD activities met the needs of their employing organizations and felt satisfied with a 'traditional' approach to CPD. Doctors and service organizations may need to confront preconceptions regarding education and respective roles in the negotiation of CPD if team-based learning in practice is to become established.
在英国，继续职业发展（CPD）传统上一直是医生自主关注的职业事务。在不断变化的教育和服务环境中，个性化的CPD方法能否与成人学习原则以及基于实践和多学科的学习相协调？一项针对英国威尔士顾问医生和非顾问职业等级 staff 的CPD调查，为医生如何看待他们相对于信托医院的学习需求提供了一些线索。调查表明，这些医生采用传统的继续教育形式（阅读、讲座和会议），获取临床知识并因此改变了他们的实践。大多数人认为自己对学院和专业负责CPD。信托机构尚未将CPD作为临床治理的优先事项来推动，但受访者认为评估有助于协调CPD的个人和组织观点。大多数职业等级的医生认为他们的CPD活动满足了雇主组织的需求，并对“传统”的CPD方法感到满意。如果要在实践中确立基于团队的学习，医生和服务组织可能需要在CPD谈判中面对有关教育和各自角色的先入之见。
