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Serendipitous Pathways and Elusive Definitions: Leadership in Continuing Professional Development.

David Wiljer1, Morag Paton, Tharshini Jeyakumar

  • 1Dr. Wiljer: Professor, Department of Psychiatry and Academic Director in Continuing Professional Development in the Temerty Faculty of Medicine, University of Toronto, Toronto, Canada, Executive Director of Education, Technology & Innovation at the University Health Network, Toronto, Canada, and Scientist, Wilson Centre at the University Health Network and Temerty Faculty of Medicine, Toronto, Canada. Dr. Paton: Associate Director, Maintenance of Certification and Education Consultation Services, Continuing Professional Development, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada. Ms. Jeyakumar: Research Associate and Education Specialist, University Health Network, Toronto, Canada, and PhD Student, Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, Canada. Dr. Do: Medical Resident, Department of Paediatrics, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada. Dr. Maniate: Associate Professor, Department of Medicine and Department of Innovation in Medical Education, University of Ottawa, Ottawa, Ontario, Canada, Researcher and Founding Director of the Equity in Health Systems Lab at the Bruyère Research Institute, Ottawa, Ontario, Canada. Dr. Tavares: Scientist, Wilson Centre at the University Health Network and Temerty Faculty of Medicine, University of Toronto, Toronto, Canada, and Assistant Professor, Department of Health and Society at the University of Toronto-Scarborough, Scarborough, Ontario, Canada. Dr. Schneeweiss: Associate Dean, Continuing Professional Development, Professor, Department of Pediatrics, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada.

The Journal of Continuing Education in the Health Professions
|August 20, 2024
PubMed
Summary
This summary is machine-generated.

Continuing Professional Development (CPD) leadership requires adaptability and contextual awareness, not just standard skills. The pathway to these roles is often serendipitous, highlighting a need to better define and value CPD leadership within health systems.

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Area of Science:

  • Medical Education
  • Healthcare Leadership
  • Professional Development

Background:

  • The field of Continuing Professional Development (CPD) has grown significantly, yet understanding of CPD leadership and leader competencies remains limited.
  • There is no universally agreed-upon set of competencies or a defined career path for CPD leadership roles.

Purpose of the Study:

  • To explore how leadership is described and defined within CPD.
  • To identify contextual factors influencing the evolution of CPD leadership.

Main Methods:

  • Qualitative thematic template analysis of semi-structured interviews.
  • Conducted between 2020-2022 with CPD leadership program learners and experienced CPD leaders.

Main Results:

  • Seventeen interviews revealed key leadership components like vision and collaboration, with adaptability and flexibility being unique to CPD.
  • The specific role and career pathways for CPD leaders are highly variable.

Conclusions:

  • CPD leadership attainment often involves serendipity; common leadership skills are necessary but insufficient.
  • Effective CPD leaders must respond adeptly to the health system's context and needs.
  • There is a need to better articulate and value the role of CPD leaders within healthcare organizations.