Figures & data
Figure 1 Illustrative diagram of a complete theoretical structure to support continuous professional development. A central database core (A) is populated with the relevant stakeholder outcomes that are aligned in a ‘one to many relationship’. Each of the modules sitting off the data base is fully mapped to it, so that all data can be triangulated through the relevant stakeholder outcomes.
Notes: Daily performance data is collected for each learner in the workplace (B) and aligned in the core to the relevant outcomes. In addition, the work place performance data informs the core of the current activity so that questions from the examination bank (D) can be ‘pushed’ to a student device (C), so that relevant knowledge can be contextually embedded and triangulated with the work-based performance in the core. Furthermore, through having all questions in the examination bank aligned to the stakeholder outcomes, it is possible to link all modalities of assessment to each outcome to form the longitudinal pattern of development (E), combined with a detailed understating of where the issues lie so that the learner can undertake deliberate practice. Through this approach, it is also possible to integrate multiple skills to understand the real-world performance, against the required outcomes, and display this in novel format such as a barcode that shows the periodicity of issues showing the progress towards appropriate independence.
