Med Teach. 2010;32(7):586-92. doi: 10.3109/0142159X.2010.489129.
This article reports on a study examining continuing professional development (CPD) for consultant doctors. The aim of the study was to identify what promotes or inhibits the effectiveness of CPD and met the following objectives: comparing and contrasting the experiences of CPD across the range of specialties; identifying and describing the range of different models of CPD employed across the different specialties and clinical contexts; considering the educational potential of reflective practice in CPD and its impact on professional practice and exploring how different professionals judge the effectiveness of current CPD practices. Using a mixture of qualitative (interviews, letters, observation) and quantitative (online questionnaire) methods, the views of CPD providers and users were surveyed. Findings suggested that the effectiveness of CPD, as inferred from the comments made by interviewees and questionnaire respondents, relates to the impact on knowledge, skills, values, attitudes, behaviours and changes in practice in the work place. The quality of CPD was seen as inextricably linked to any improvements in the quality of the professional practices required for service delivery. There was widespread consensus as to the value of learning in professional settings. There was recognition that there needs to be a move away from tick boxes to the in-depth identification of learning needs and how these can be met both within and external to the work place, with learning being adequately enabled and assessed in all locations. In conclusion, it can be said that CPD is valued and is seen as effective when it addresses the needs of individual clinicians, the populations they serve and the organisations within which they work. However, the challenge for CPD may lie in the dynamic interaction between educational opportunities and service delivery requirements, as there may be occasions where they vie with each other for resources.
这篇文章报告了一项针对顾问医生继续教育（CPD）的研究。该研究的目的是确定促进或抑制 CPD 有效性的因素，并满足以下目标：比较和对比不同专业领域的 CPD 经验；确定和描述不同专业和临床环境中采用的各种 CPD 模式；考虑在 CPD 中运用反思实践的教育潜力及其对专业实践的影响，并探索不同专业人员如何判断当前 CPD 实践的有效性。该研究采用定性（访谈、信件、观察）和定量（在线问卷）相结合的方法，调查了 CPD 提供者和使用者的观点。研究结果表明，CPD 的有效性（根据受访者的评论和问卷回答推断）与知识、技能、价值观、态度、行为以及工作场所实践的变化有关。CPD 的质量被认为与服务提供所需的专业实践质量的任何提高都密不可分。人们普遍认为在专业环境中学习是有价值的。人们认识到，需要从简单的勾选转变为深入确定学习需求，以及如何在工作场所内外满足这些需求，同时在所有地点充分实现和评估学习。总之，可以说，当 CPD 满足个体临床医生、他们服务的人群以及他们所在的组织的需求时，它是有价值的，并且被认为是有效的。然而，CPD 的挑战可能在于教育机会和服务交付需求之间的动态互动，因为在某些情况下，它们可能会相互争夺资源。
