Submission ID 78284
| Code | OH-4-4 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Oral |
| Will the presenter be a: | Student |
| Title | Mechanisms for Continuing Professional Development as Health Policy Interventions |
| Background/Purpose | Continuing professional development (CPD) for health professionals is widely recognized as a key policy strategy for improving patient care and addressing provider barriers. Despite an increasing number of programs across different clinical areas, impacts on physician behaviour and health services have been siloed. The coordination of existing programs within a practice area could help to foster maintained behaviour change and intended system shifts. This study develops a novel, evidence-informed framework to support such program collaboration. |
| Methods | Five context-mechanism-outcome configurations from a prior realist synthesis of opioid agonist therapy prescribing CPD programs were iteratively tested and refined against reviews of CPD programs in other clinical areas with complex policy contexts: opioid analgesic prescribing, palliative care, and medical assistance in dying education. |
| Results | The refined and expanded configurations have been organized into a comprehensive, but non-exhaustive generalized framework of 7 program mechanisms: Recruitment, Internalization, Learner Trust, Uncertainty Mitigation, Goal Setting, Institutional Support, and Peer Mentoring. We outline the behavioural, educational, and policy theory and evidence behind each mechanism, illustrating how each has been and may be employed in diverse clinical areas to achieve certain practitioner and population health outcomes. |
| Discussion | CPD programs do not produce sustained systemic change when operating in isolation. This framework generates opportunities for educators and policymakers to map existing programs within a practice area into an ecosystem, facilitating enhanced collaboration and identification of educational gaps. Program ecosystems may improve learner access, retention, and behavioural outcomes, while enabling more targeted and resource-effective program development and delivery. |
| Keyword 1 | Continuing medical education |
| Keyword 2 | Health policy |
| Keyword 3 | Program development |
| Abstract content most relevant to: (check all that apply) | Continuing Professional Development (CPD) (faculty development, CME) |
| Abstract Track - First Choice | Teaching and learning |
| Teaching and Learning | Blended Learning Clinical Context Clinical Skills Collaborative/Peer to Peer Competency-Based Education Distance Learning E-Learning/Technology Experiential Learning Feedback General Global Health Inclusive education Integrated instruction & learning Leadership Lectures Patient Safety Portfolios Quality improvement Simulation Small Group Standardized Patients Team-Based Learning |
| Authors | Grahanya Sachidanandan Abhimanyu Sud Grahanya Sachidanandan |
