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Published on: October 1, 2019
CPD and KT: Models Used and Opportunities for Synergy
Joan Sargeant1, Francine Borduas, Anne Sales
1Dr. Sargeant: Director, Research and Evaluation, Continuing Medical Education; Professor Division of Medical Education, Faculty of Medicine, Dalhousie University. Dr. Borduas: Professeur agrégé de Clinique, Directrice-adjointe, Vice-décanat à la pédagogie et au développement professional, secteur DPC, Faculté de médecine, Université Laval. Dr. Sales: Deputy Chief, Veterans Affairs Inpatient Evaluation Center, Department of Veterans Affairs, VA Ann Arbor Healthcare System. Dr. Klein: Assistant Director, CPL, Associate Professor, Family Medicine, University of Alberta. Dr. Lynn: Director, Division of Continuing Professional Development, Faculty of Medicine, University of British Columbia. Ms. Stenerson: Research Director, Continuing Professional Learning, College of Medicine, University of Saskatchewan.
Abstract:
The two fields of continuing professional development (CPD) and knowledge translation (KT) within the health care sector, and their related research have developed as somewhat parallel paths with limited points of overlap or intersection. This is slowly beginning to change. The purpose of this paper is to describe and compare the dominant conceptual models informing each field with the view of increasing understanding and appreciation of the two fields, how they are similar and where they differ, and the current and potential points of intersection. The models include the "knowledge-to-action" (KTA) cycle informing KT, models informing CPD curriculum design and individual self-directed learning, and the Kirkpatrick model for evaluating educational outcomes. When compared through the perspectives of conceptual designs, processes, and outcomes, the models overlap. We also identify shared gaps in both fields (eg, the need to explore the influence of the context in which CPD and KT interventions take place) and suggest opportunities for synergies and for moving forward.
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