Competencies for continuing education faculty in the health professions

Area of Science:

• Health professional education
• Continuing education
• Pedagogy

Background:

• Formal pre- and postdoctoral health professional education differs from continuing health professional education.
• These differences exist in design, content, and student demographics.
• Faculty require tailored teaching strategies for each educational context.

Purpose of the Study:

• To outline the unique competencies required for faculty in continuing health professional education.
• To provide rationales for these essential competencies.
• To differentiate continuing education from formal health professional training.

Main Methods:

• Literature review and synthesis of best practices in adult learning theory.
• Analysis of the distinct requirements of continuing health professional education.
• Identification and description of core competencies for educators in this field.

Main Results:

• Continuing education necessitates competencies such as needs assessment, curriculum design, and learner-centered approaches.
• Skills like ensuring relevance, flexible methods, and evaluation are crucial.
• Some competencies are unique to continuing education, while others are adapted from formal settings.

Conclusions:

• Faculty must adopt specific pedagogical approaches and competencies for continuing health professional education.
• Effective continuing education relies on tailored strategies addressing the unique needs of adult learners.
• Understanding and implementing these competencies enhances the quality and impact of continuing professional development.