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You cannot teach an old dog new tricks: or can you?
Abstract
The introduction of continuing professional development (CPD) for radiographers will at some stage result in them fulfilling the roles of adult learners and facilitators of adult learning. This article highlights some of the characteristics and responsibilities of the adult learner and also focuses on the role of the facilitator of adult learning [1-12]. It is anticipated that the information provided will assist both facilitators and learners to improve educational effectiveness of CPD activities.
In an attempt to increase participation by established general practitioners (GPs) in continuing medical education (CME) the Department of Health in 1990 created an allowance (the Postgraduate Education Allowance, PGEA) to be spent by GPs on the educational provision of their choice. Although the PGEA has increased attendance by established GPs at educational activities, the market created in CME provision has favoured low cost activity of questionable value. This paper examines criteria for the validation of general practice CME, based on the principles of adult learning, which could be used to manage this market. Failure to adopt an appropriate validating process could lead to the PGEA becoming discredited and the imposition of periodic reaccreditation as a means of enforcing participation by GPs in CME.
In nursing, a commitment to continuing education appears to be a relatively new concept. There have always been nurses who are continuing learners throughout their professional lives. Too often, this is incidental, rather than planned. There appears to be a need to re-examine current approach in continuing nursing education.
Prompted by evidence that the recently-adopted arrangements for ongoing education among established general practitioners are unsatisfactory, the first of a pair of papers examined the theoretical basis of continuing education for general practice and proposed a model of self-directed learning in which the experience of established practitioners is connected, through the media of reading, reflection and audit, with competence for the role. In this paper a practical, systematic approach to self-directed learning by general practitioners is described based on the model. The contribution which appropriate participation in continuing medical education can make to enhancing learning from experience is outlined.
The philosophy behind Post Registration Education and Practice (PREP) dictates that continuing professional education (CPE) must be tailored to the needs of the individual and relevant to the practice environment. The study is set within the context of PREP and other changes that are currently affecting midwives and midwifery educational establishments. This study sought to explore the CPE needs of midwives. The main objective of the study was to seek information on a number of issues that would assist with the planning and implementation of continuing education programmes to meet the needs of midwives. The study takes the form of a descriptive survey. Questionnaires were sent to 696 midwives employed by 7 National Health Service Trusts in the South-West of England. A 45% response rate was achieved. Seven midwife managers were also interviewed to gain insight into their perspectives of CPE and to enhance the findings from the questionnaire. Results show that midwives use a variety of strategies to identify their CPE needs. One of the more significant seems to be through interaction with colleagues. 'Professional issues' and 'management topics' were the categories identified by both midwives and managers alike to be the greatest need. There is a demand for part-time and distance learning. The format and timings that would ensure that midwives find it easy to attend CPE events were identified. Findings illustrate how midwifery managers and educationalists can facilitate midwives with their CPE and career development.
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