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CONTINUING PROFESSIONAL

DEVELOPMENT

MICHAEL J ROUSE BPharm (Hons), MPS

Assistant Executive Director, Professional Affairs

and Director, International Services

Accreditation Council for Pharmacy Education

Chicago, IL

Disclosures/Conflict of Interest

Michael Rouse declares the following:

• Employed by the Accreditation Council for Pharmacy Education (ACPE), the national accreditation agency for providers of continuing pharmacy education

Objectives

Pharmacists & Pharmacy Technicians

1. Explain the need for changes in approaches and models for

lifelong learning for pharmacists and pharmacy technicians.

2. Name and describe the six components of the CPD Cycle.

3. List 4 learning strategies that are included in the CPD

approach and that make it a successful learning model.

At the conclusion of this program, the pharmacist and pharmacy

technician will be able to:

Overview

• Why is change needed?

• The link between learning and health care outcomes

• The purpose of continuing education

• How can CPD bridge the gap between the “classroom” and the “workplace”?

• Successful strategies to achieve sustained learning and meaningful practice/behavior change

• Define continuing education and continuing professional development; highlight the common elements and differences

• The components of the CPD Cycle

• Commitment to change

WHY IS CHANGE NEEDED?

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“News Flash” from Journal of the American Medical

Association (JAMA)

“Increasingly continuing medical

education (CME) has been designed

to create meaningful change in

healthcare professionals’ skills and

performance and to affect patient

outcomes.” Graham McMahon, MD, MMSc,

President and CEO, Accreditation Council for Continuing Medical

Education (ACCME)

http://jama.jamanetwork.com/article.aspx?articleid=2398245

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What IMPACT can CME have?

“Effective CME programs have the capacity to help physicians and healthcare teams learn how to improve practice and patient care; how to intervene in health behaviors, social and economic factors, and the public’s physical environment; and how to improve the health of the nation.”

http://jama.jamanetwork.com/article.aspx?articleid=2398245

To Maximize the Effectiveness of CME ….

� “Educators must become even more flexible and innovative in meeting healthcare professionals’ practice-based needs and public health imperatives”

� “Clinicians must choose deliberately and participate actively in educational programs”

http://jama.jamanetwork.com/article.aspx?articleid=2398245

Today’s Challenges ….

“Physicians are facing enormous pressure in a rapidly changing health care environment and look to the education community to help them stay current with advances in medicine and provide optimal care. Most clinicians feel increasing time constraints as they seek to balance professional and family responsibilities and seek efficiency in their learning.”

http://jama.jamanetwork.com/article.aspx?articleid=2398245

THE LINK BETWEEN

LEARNING AND HEALTH CARE OUTCOMES

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“The past century has seen spectacular gains in

the breadth and depth of biomedical knowledge,

but the potential of these gains has been limited by

inadequate, inequitable, and inefficient

translation of knowledge and skills to the health

care workplace.

We propose that a radically transformed

continuing medical education (CME) system is

essential to realize biomedicine's ever-expanding potential to improve the health of patients and

populations.”Dorman T, Miller BM. Continuing Medical Education: The Link Between Physician Learning and

Health Care Outcomes. Academic Medicine, Vol. 86 No.11; November 2011

The Purpose of CE in Pharmacy

“The purpose of continuing education for

pharmacists and for other health professionals

is the improvement of patient care and health

maintenance, and the enrichment of health

careers. Therefore, the focus should be on the

patient as a problem of treatment and as an

exercise in learning. The basic criterion for the evaluation of the relevance and effectiveness of

continuing education for health professionals is

the improvement of patient care.”

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Pharmacists want to learn, but …

“…you go, you sit, you listen,…you forget”*

* Pharmacist’s quote from article by Austin et al; AJPE 2005; 69 (1) Article 4

The basic model for health care professionals’ CE

has not changed in decades ….

It’s time for change in CE too!

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BRIDGING THE GAP

CPD: Bridging the Classroom and the Workplace

“The new vision for continuing education will be based on an approach called

continuing professional development (CPD), in which learning takes place over a

lifetime and stretches beyond the classroom to the point of care.”

Institute of Medicine , December 2009

Conclusions from the Literature*CE can be effective in both learning and practice change, but …

more successful (learning, practice change) if:

� Area of interest or preference

� Related to daily practice

� Programs selected in response to identified need

� Interactive, hands-on

� Use more than one intervention; continuing not opportunistic

� Use reflection

� Self-directed (context and content)

� Focus on specific outcomes/objectives

� Commitment to change

* Dopp AL, Moulton JR, Rouse MJ, Trewet CB. A five-state continuing professional development

pilot program for practicing pharmacists. Am J Pharm Educ. 2010;74(2):Article 28.

THE CONCEPTS AND

COMPONENTS OF CPD

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Defining CPD

A self-directed, ongoing, systematic and

outcomes-focused approach to lifelong learning

that is applied into practice. It involves the process of

active participation in formal and informal learning activities that assist in developing and maintaining competence, enhancing professional practice, and

supporting achievement of career goals. The CPD approach is cyclical in nature where each stage of the

process can be recorded in a personal learning

portfolio. (ACPE)

Traditional CE versus CE + CPD

Adapted from: Terri Schindel, University of Alberta, Alberta, Canada

CE CE+CPD

Needs Pre-determined Self-Identified

Motivation External Internal

Relevance May be absent High

Measure Process (hours) Outcomes (learning/impact)

Outcomes May be absent Evident in Process

(competence, practice, etc.)

Duration Isolated event Ongoing, cyclical

Directed By Others Self

Process Passive Active/Proactive

The Elements of the Learning Cycle REFLECT

Three important questions:

What?

So what?

What next?

Describe your situation

Think about what it means to you and others

Think about what you want to do about it

Developing SMART Objectives

Be precise about desired achievement

Quantify objectives

Ensure realistic expectations

Align with practice/organizational goals

State when objective will be achieved

Needs-Based Education

What

competencies

do pharmacists

need?

What services

can

pharmacist’s

provide?

What are the

patient,

community and national needs?

What

education and

training must

they complete?

Source of graphic: FIP Education Development Team

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CPD: Bridging the Classroom and the Workplace Some Key Messages

� CPD must be seen more as an approach than a

process

� Learners must be fully engaged in their learning to maximize the outcomes

� Adults are more interested in immediate, problem-

centered approaches than in subject-centered ones*

� Self-directed learning is a competency, requiring

knowledge, skills, attitudes and values* Kaufman DM. ABC of learning and teaching in medicine: applying education theory in

practice. BMJ 2003;326;213-216. Accessed 04/10/2008 from www.bmj.com.

Continuing Professional Development

REFERENCES

CPD aims to shift from:

• A teacher/educator-driven model to a learner-driven model

• Hours-based learning to needs-based learning

• Learning to “Learning + Application + Impact”