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Related Experiment Video

Updated: Jul 13, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

What counts? Defining scholarship in continuing professional development using a national modified Delphi study.

Eleftherios K Soleas¹, Clare Cook², Teresa M Chan³

¹Faculty of Health Sciences, Queen's University, Ontario, Canada.

Canadian Medical Education Journal

|July 12, 2026

Summary

Canadian Continuing Professional Development (CPD) scholarship is now defined nationally. This study expanded understanding of scholarly outputs, including new forms like community engagement and advocacy, to inform accreditation and promotion.

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Last Updated: Jul 13, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

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Published on: June 6, 2020

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Area of Science:

Medical Education
Continuing Professional Development (CPD)
Scholarly Activity

Background:

Accreditation standards in Canada mandate scholarly output from Continuing Professional Development (CPD) offices.
The specific nature of scholarly outputs considered valid CPD scholarship remains unclear.
This ambiguity impacts recognition and promotion within the CPD domain.

Purpose of the Study:

To establish a consensus-based definition of CPD scholarship at a national scale in Canada.
To identify and validate diverse forms of scholarly output relevant to CPD.
To inform national accreditation processes and strategic planning for CPD offices.

Main Methods:

A modified Delphi study involving national collaborators from the Association of Faculties of Medicine of Canada (AFMC) CPD network and other organizations.
The study comprised three phases: Registration and Ideation, Consensus Process, and Group Validation.
Data collection occurred from October 31st, 2023, to June 17th, 2024.

Main Results:

A consensus panel of 31 individuals was formed, with 29 (93.5% response rate) completing all three study phases.
Endorsement was achieved for 18 out of 31 types of scholarship.
Novel forms of scholarship, including Community Engagement, Testing/Pilot Approaches, and Advocacy Scholarship, were recognized.

Conclusions:

This study provides the first national, consensus-based definition of CPD scholarship.
The findings broaden the understanding and acceptance of scholarly activities within CPD.
These results will guide accreditation, strategic planning, and career advancement in CPD, encouraging emergent scholarship.