A conceptual framework for planning and assessing learning in continuing education activities designed for clinicians in one profession and/or clinical teams

Abstract

Purpose: The purpose of this article is to provide a more actionable description of the components of the outcomes framework published in 2009.Methods: Synthesis of recent research in the learning sciences.Results: The authors propose a conceptual framework to be used planning learning activities and assessing learning in CPD.Conclusions: CPD practitioners will have a more explicit approach to help clinicians provide the very best care to their patients.

Notes

Acknowledgments

The authors acknowledge that the conceptual framework described here has benefitted from several workshops in which they learned from the efforts of IPCE practitioners whom we asked to apply the emerging conceptual framework in simulated IPCE planning sessions.

The authors express their appreciation to Elizabeth Southward of US HealthConnect for her work on the figures in the article.

Disclosure statement

The authors report no financial relationships that could be considered a conflict of interest. The authors alone are responsible for the content.

Notes

1 While the examples will be focused on planning IPCE, planners of CE for single professions should be able to adapt the approaches to their work.

2 This is one of several examples of a collaborative effort between IPCE planners and other groups in a health system that are crucial for the conceptual framework to be effective.

3 The fishbone diagram is one of many QI techniques to use. Consult the IHI toolkit for more techniques. (Reference 5).

4 Review of patient health records is another IPCE example of how important collaborative working relationships are with other functional units within a health system.

5 Another IPCE example of collaboration that facilitates the effectiveness of using the conceptual framework.

6 There are a variety of other pre-disposing learning activities; planners should use the format that best highlights the gap that the learning activity will address.

Additional information

Notes on contributors

Donald E. Moore

Donald E. Moore Jr., PhD, is Professor of Medical Education and Administration at Vanderbilt University School of Medicine and Director, Office for Continuing Professional Development, Vanderbilt University Medical Center. His current work focuses on outcomes-based CE, assessment, and evaluation of health professions education, learning in the practice setting, and the master adaptive (workplace) learner.

Kathy Chappell

Kathy Chappell, PhD, RN, FNAP, FAAN, is Senior Vice President at the American Nurses Credentialing Center. She is responsible for accreditation of continuing nursing education, interprofessional education, and nurse residency and fellowship programs. She is also responsible for the certification, measurement services, research, and quality departments.

Lawrence Sherman

Lawrence Sherman, FACEHP, CHCP, is Senior Vice President, Strategic Education at AGILE (Academy for Global Interprofessional Learning and Education), a Swiss-based global provider of interprofessional continuing education (IPCE). AGILE is responsible for designing, developing, implementing, and evaluating IPCE worldwide. Lawrence has been involved in implementing education on six continents worldwide, working with both international and local educational faculty.

Mathena Vinayaga-Pavan

Mathena Vinayaga-Pavan, MBBS, BSc, is a gastroenterologist who is currently a clinical research fellow at the Eastman Dental Institute, University College, London. She does research in Molecular Biology, Immunology and Cell Biology. She is currently working towards her PhD identifying aberrant pathways in epithelial cell signaling in ulcerative colitis.