Thompson Laurence G, Davis Penny M
Laurence Thompson Strategic Consulting, Saskatoon, Canada.
J Interprof Care. 2008;22 Suppl 1:30-9. doi: 10.1080/13561820802013347.
The authors surveyed Canadian medical schools to identify gaps in current continuing professional development (CPD) with reference to social accountability and compared the results to best practices identified in a literature review. The literature review identified 15 relevant articles. Several themes on best practices emerged. In a fundamental social contract with society, physicians receive privileges in return for responding to social needs. CPD is part of this contract. To meet the terms of the contract, CPD must be credible, unbiased and respond to social needs. Physicians have a responsibility to maintain quality; CPD is one tool to do that. CPD should be measured against values of relevance, quality, cost effectiveness, and equity. The survey asked all 17 Canadian medical schools to report CPD initiatives that respond to societal needs. Eleven schools responded with descriptions of 28 such initiatives. Most initiatives focused on values of quality and relevance; fewer focused on cost effectiveness. Most often, initiatives addressed medical expertise and interprofessional collaboration, least often health advocacy. Faculty initiated most initiatives, rather than students, community or society. These findings lead to recommendations for future directions of CPD.
作者对加拿大的医学院校进行了调查，以找出当前继续职业发展（CPD）在社会问责方面存在的差距，并将结果与文献综述中确定的最佳实践进行比较。文献综述确定了15篇相关文章。出现了几个关于最佳实践的主题。在与社会的基本社会契约中，医生获得特权以换取对社会需求的回应。继续职业发展是该契约的一部分。为了履行契约条款，继续职业发展必须可信、无偏见且回应社会需求。医生有责任维持质量；继续职业发展是实现这一目标的一种工具。继续职业发展应根据相关性、质量、成本效益和公平性等价值观来衡量。该调查要求加拿大所有17所医学院校报告回应社会需求的继续职业发展举措。11所学校回复了28项此类举措的描述。大多数举措侧重于质量和相关性价值观；较少关注成本效益。举措最常涉及医学专业知识和跨专业协作，最不常涉及健康宣传。大多数举措由教师发起，而非学生、社区或社会。这些发现为继续职业发展的未来方向提出了建议。
