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Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

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Continuing professional development: the missing link.

Lucy S Chipchase¹, Venerina Johnston, Phillip D Long

¹The University of Queensland, St Lucia, Brisbane, Queensland 4072, Australia. l.chipchase@uq.edu.au

|October 25, 2011

Summary

This summary is machine-generated.

Formal continuing professional development courses for physiotherapists improve individual knowledge but not patient outcomes. This paper explores why and suggests improvements for better results.

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Area of Science:

Continuing professional development
Physiotherapy education
Health professions education

Background:

Formal courses are a cornerstone of physiotherapy continuing professional development.
Numerous courses promise enhanced knowledge, skills, and patient outcomes.
Existing evidence indicates improved individual knowledge and practice, but not patient outcomes.

Purpose of the Study:

To discuss the reasons behind the lack of patient outcome improvement from formal physiotherapy courses.
To propose strategies for enhancing the effectiveness of continuing professional development in physiotherapy.

Main Methods:

Literature review of educational evidence on continuing professional development effectiveness.
Discussion of theoretical and practical barriers to translating course learning into improved patient outcomes.
Development of recommendations for reconceptualizing physiotherapy continuing professional development.

Main Results:

Traditional course-based learning often fails to bridge the gap between individual learning and patient benefit.
Factors such as course design, transfer of learning, and organizational support influence effectiveness.
Current models may not adequately address the complexities of clinical practice change.

Conclusions:

Formal physiotherapy education needs reconceptualization to directly impact patient outcomes.
Strategies should focus on facilitating learning transfer and addressing contextual barriers.
Future continuing professional development should prioritize measurable improvements in patient care.