Measuring impacts of continuing professional development (CPD): The development of the CPD impacts survey (CPDIS)

Abstract

Introduction

Evaluating continuing professional development (CPD) programs is essential to demonstrate their value to participants and their institutions, and to inform the improvement and quality of CPD programs. Existing surveys measure a narrow range of impacts. This study developed a survey that can measure a broad range of impacts of CPD programs, not just those that are easily measured such as knowledge, skills, attitudes and confidence.

Method

The development of the CPD Impacts Survey (CPDIS) was informed by best practice guidelines. A systematic scoping review, qualitative interviews, and existing survey instruments were used to develop the initial survey items. Past participants from two international health professions education institutes completed the survey (n = 292). Principal component analysis (PCA) was used to refine the survey.

Results

The PCA provided a three-component solution. Component 1 (learnings and self-efficacy), Component 2 (networking and building community), and Component 3 (achievement and validation) comprising 47, 14, and 13 items, respectively. The three components had high internal consistency (α = .98, α = .95, α = .92, respectively).

Conclusion

The CPDIS is the first survey to assess a broader range of impacts of CPD programs. Given the substantial financial and opportunity costs of participation in CPD, the CPDIS will allow more efficient and accurate evaluation of the utility and value of CPD programs.

Keywords:

• Continuing professional development
• faculty development
• health professions education
• impacts
• survey development

Acknowledgments

The authors would like to acknowledge Associate Professor Catherine Green, Associate Professor Georgina Willets, Janeane Dart, Kristie Matthews and John McInerney for their contributions to the component labelling process.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Continuing professional development: Continuing professional development (CPD), also known as continuing medical education or faculty development, is essential for the ongoing learning and development of health professionals and health professions educators. It is part of the process of life-long learning, with many different activities recognised as CPD in the health professions. These include, but are not limited to, reflecting on experiences at work, carrying out audits or research, mentoring, self-directed learning and formal education courses such as seminars, workshops and conferences. Through undertaking CPD health professions and health professions educators aim to maintain, develop and improve their knowledge, skills, and the personal and professional qualities that ultimately lead to improved practice and performance.

Australian Health Practitioner Regulation Agency. Australian Health Practitioner Regulation Agency – continuing professional development [Internet]. Australia: AHPRA; [updated 2016 Sep 7; accessed 2020 Nov 22]. https://www.ahpra.gov.au/Registration/Registration-Standards/CPD.aspx#:∼:text=Continuing%20professional%20development%20(CPD)%20is,required%20throughout%20their%20professional%20lives.

Davis N, Davis D, Bloch R. 2009. Continuing medical education: AMEE education guide no 35. Med Teach. 30(7):652–666.

Additional information

Funding

This research was supported by an Australian Government Research Training Program (RTP) Scholarship.

Notes on contributors

Louise M. Allen

Louise M. Allen, PhD, Lecturer, Monash Centre for Professional Development and Monash Online Education, Monash University, Australia.

Claire Palermo

Associate Professor Claire Palermo, PhD, Director, Monash Centre for Scholarship in Health Education at Monash University, Australia.

Elizabeth Armstrong

Professor Elizabeth Armstrong, PhD, Director, Harvard Macy Institute at Harvard Medical School, USA.

Margaret Hay

Professor Margaret Hay, PhD, Head, Monash Centre for Professional Development and Monash Online Education at Monash University, Australia.