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CONTINUING PROFESSIONAL
DEVELOPMENT
MICHAEL J ROUSE BPharm (Hons), MPS
Assistant Executive Director, Professional Affairs
and Director, International Services
Accreditation Council for Pharmacy Education
Chicago, IL
Disclosures/Conflict of Interest
Michael Rouse declares the following:
• Employed by the Accreditation Council for Pharmacy Education (ACPE), the national accreditation agency for providers of continuing pharmacy education
Objectives
Pharmacists & Pharmacy Technicians
1. Explain the need for changes in approaches and models for
lifelong learning for pharmacists and pharmacy technicians.
2. Name and describe the six components of the CPD Cycle.
3. List 4 learning strategies that are included in the CPD
approach and that make it a successful learning model.
At the conclusion of this program, the pharmacist and pharmacy
technician will be able to:
Overview
• Why is change needed?
• The link between learning and health care outcomes
• The purpose of continuing education
• How can CPD bridge the gap between the “classroom” and the “workplace”?
• Successful strategies to achieve sustained learning and meaningful practice/behavior change
• Define continuing education and continuing professional development; highlight the common elements and differences
• The components of the CPD Cycle
• Commitment to change
WHY IS CHANGE NEEDED?
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“News Flash” from Journal of the American Medical
Association (JAMA)
“Increasingly continuing medical
education (CME) has been designed
to create meaningful change in
healthcare professionals’ skills and
performance and to affect patient
outcomes.” Graham McMahon, MD, MMSc,
President and CEO, Accreditation Council for Continuing Medical
Education (ACCME)
http://jama.jamanetwork.com/article.aspx?articleid=2398245
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What IMPACT can CME have?
“Effective CME programs have the capacity to help physicians and healthcare teams learn how to improve practice and patient care; how to intervene in health behaviors, social and economic factors, and the public’s physical environment; and how to improve the health of the nation.”
http://jama.jamanetwork.com/article.aspx?articleid=2398245
To Maximize the Effectiveness of CME ….
� “Educators must become even more flexible and innovative in meeting healthcare professionals’ practice-based needs and public health imperatives”
� “Clinicians must choose deliberately and participate actively in educational programs”
http://jama.jamanetwork.com/article.aspx?articleid=2398245
Today’s Challenges ….
“Physicians are facing enormous pressure in a rapidly changing health care environment and look to the education community to help them stay current with advances in medicine and provide optimal care. Most clinicians feel increasing time constraints as they seek to balance professional and family responsibilities and seek efficiency in their learning.”
http://jama.jamanetwork.com/article.aspx?articleid=2398245
THE LINK BETWEEN
LEARNING AND HEALTH CARE OUTCOMES
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“The past century has seen spectacular gains in
the breadth and depth of biomedical knowledge,
but the potential of these gains has been limited by
inadequate, inequitable, and inefficient
translation of knowledge and skills to the health
care workplace.
We propose that a radically transformed
continuing medical education (CME) system is
essential to realize biomedicine's ever-expanding potential to improve the health of patients and
populations.”Dorman T, Miller BM. Continuing Medical Education: The Link Between Physician Learning and
Health Care Outcomes. Academic Medicine, Vol. 86 No.11; November 2011
The Purpose of CE in Pharmacy
“The purpose of continuing education for
pharmacists and for other health professionals
is the improvement of patient care and health
maintenance, and the enrichment of health
careers. Therefore, the focus should be on the
patient as a problem of treatment and as an
exercise in learning. The basic criterion for the evaluation of the relevance and effectiveness of
continuing education for health professionals is
the improvement of patient care.”
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Pharmacists want to learn, but …
“…you go, you sit, you listen,…you forget”*
* Pharmacist’s quote from article by Austin et al; AJPE 2005; 69 (1) Article 4
The basic model for health care professionals’ CE
has not changed in decades ….
It’s time for change in CE too!
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BRIDGING THE GAP
CPD: Bridging the Classroom and the Workplace
“The new vision for continuing education will be based on an approach called
continuing professional development (CPD), in which learning takes place over a
lifetime and stretches beyond the classroom to the point of care.”
Institute of Medicine , December 2009
Conclusions from the Literature*CE can be effective in both learning and practice change, but …
more successful (learning, practice change) if:
� Area of interest or preference
� Related to daily practice
� Programs selected in response to identified need
� Interactive, hands-on
� Use more than one intervention; continuing not opportunistic
� Use reflection
� Self-directed (context and content)
� Focus on specific outcomes/objectives
� Commitment to change
* Dopp AL, Moulton JR, Rouse MJ, Trewet CB. A five-state continuing professional development
pilot program for practicing pharmacists. Am J Pharm Educ. 2010;74(2):Article 28.
THE CONCEPTS AND
COMPONENTS OF CPD
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Defining CPD
A self-directed, ongoing, systematic and
outcomes-focused approach to lifelong learning
that is applied into practice. It involves the process of
active participation in formal and informal learning activities that assist in developing and maintaining competence, enhancing professional practice, and
supporting achievement of career goals. The CPD approach is cyclical in nature where each stage of the
process can be recorded in a personal learning
portfolio. (ACPE)
Traditional CE versus CE + CPD
Adapted from: Terri Schindel, University of Alberta, Alberta, Canada
CE CE+CPD
Needs Pre-determined Self-Identified
Motivation External Internal
Relevance May be absent High
Measure Process (hours) Outcomes (learning/impact)
Outcomes May be absent Evident in Process
(competence, practice, etc.)
Duration Isolated event Ongoing, cyclical
Directed By Others Self
Process Passive Active/Proactive
The Elements of the Learning Cycle REFLECT
Three important questions:
What?
So what?
What next?
Describe your situation
Think about what it means to you and others
Think about what you want to do about it
Developing SMART Objectives
Be precise about desired achievement
Quantify objectives
Ensure realistic expectations
Align with practice/organizational goals
State when objective will be achieved
Needs-Based Education
What
competencies
do pharmacists
need?
What services
can
pharmacist’s
provide?
What are the
patient,
community and national needs?
What
education and
training must
they complete?
Source of graphic: FIP Education Development Team
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CPD: Bridging the Classroom and the Workplace Some Key Messages
� CPD must be seen more as an approach than a
process
� Learners must be fully engaged in their learning to maximize the outcomes
� Adults are more interested in immediate, problem-
centered approaches than in subject-centered ones*
� Self-directed learning is a competency, requiring
knowledge, skills, attitudes and values* Kaufman DM. ABC of learning and teaching in medicine: applying education theory in
practice. BMJ 2003;326;213-216. Accessed 04/10/2008 from www.bmj.com.
Continuing Professional Development
REFERENCES
CPD aims to shift from:
• A teacher/educator-driven model to a learner-driven model
• Hours-based learning to needs-based learning
• Learning to “Learning + Application + Impact”
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