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Continuing education for medical professionals: a reflective model

S Brigley¹, Y Young, P Littlejohns

¹Faculty of Public Health Medicine, London, UK.

Postgraduate Medical Journal

|January 1, 1997

Summary

Continuing professional development (CPD) offers a more effective approach to medical education than traditional methods. CPD emphasizes reflective practice and self-directed learning for improved professional practice and accountability.

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Area of Science:

Medical Education
Professional Development
Healthcare Learning

Background:

Traditional continuing medical education (CME) faces criticism for low educational value and failure to impact professional practice.
CME's emphasis on didactic teaching and academic knowledge is questioned for its narrow conception of professional knowledge and learning.
The effectiveness of CME is difficult to evaluate due to its limited scope.

Purpose of the Study:

To advocate for a more systematic and coherent approach to continuing education for doctors.
To highlight the benefits of adopting the concept of continuing professional development (CPD).
To outline the key principles and components of effective CPD.

Main Methods:

Analysis of current criticisms of continuing medical education.

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Introduction of the concept of continuing professional development (CPD) as an alternative.

Description of the core tenets of CPD, including reflective practice and self-directed learning.

Main Results:

CPD shifts focus from formal, didactic teaching to learning developed in context.
CPD promotes self-directed learning, professional self-awareness, and inquiry-based professionalism.
CPD expands accountability to patients, community, managers, and policymakers.

Conclusions:

Continuing professional development represents a significant advancement over traditional CME.
CPD fosters a more holistic and effective approach to lifelong learning for healthcare professionals.
CPD necessitates a move towards internal, participatory, and collaborative evaluation methods.