Using theory and research to shape the practice of continuing professional development

Area of Science:

• Medical Education
• Continuing Professional Development Research
• Knowledge Translation

Background:

• The application of new ideas in continuing professional development (CPD) has not kept pace with research expansion.
• A significant gap exists between theories of physician learning/practice change and their practical application.
• The research component of CPD research and development (R&D) is strong, but the development function is weak.

Purpose of the Study:

• To describe factors contributing to the theory-practice gap in CPD.
• To suggest actions for reducing this gap.
• To propose a system for R&D that links research and practice more effectively.

Main Methods:

• Analysis of factors causing the theory-practice gap, including differing perspectives of practitioners and scholars.
• Evaluation of a traditional research model's relevance to practitioners.
• Review of translating theory (e.g., theory of change and learning) into practical tools for assessing readiness to change.

Main Results:

• Differing perspectives on research purposes, foci, and quality attributes contribute to the gap.
• Traditional research models may not adequately serve practitioner needs.
• Translating theory into practice requires careful consideration of research problem framing and study conclusions.

Conclusions:

• Bridging the theory-practice gap necessitates addressing practitioner-scholar perspectives and enhancing the development function.
• Reforming research reporting (problem, conclusions) can aid evidence translation.
• A robust R&D system is proposed to ensure tighter integration of research and practice in CPD.