1. HRH Research Forum Khartoum 30/3/2010 Dr. Alfonso Negri Secretary General Rome CME/CPD Group

2. Defining and Assuring Quality in CME/CPD Alfonso Negri, 03/11

3.  Relation between CPD, appraisal and revalidation  Consideration of quality versus effectiveness  How to ensure quality in CPD  The learning partnership Alfonso Negri, 03/11

4. CPD Doctor’s behaviour Improved patient care What is the aim of CPD? Patients and public expect their doctors to be up to date and professionally competent. Alfonso Negri, 03/11

5. Quality and Effectiveness of CPD Alfonso Negri, 03/11

6.  Efficacy – the ability to bring about learning in the most favourable circumstances  Effectiveness – the degree to which learning is, in fact, achieved  Efficiency – the ability to reduce the resources needed without diminishing attainable learning Alfonso Negri, 03/11

7.  Acceptability – conformity to the needs, wishes and expectations of learners  Legitimacy – conformity to ethical principles, laws and regulations  Equity – conformity to a principle of what is just and fair in availability of learning opportunities Alfonso Negri, 03/11

8. Well-designed educational activity Change in behaviour Doctor satisfaction Change in knowledge Patient care improved Alfonso Negri, 03/11

9. Well-designed educational activity Change in behaviour Doctor satisfaction Change in knowledge Patient care improved Alfonso Negri, 03/11

10. Well-designed educational activity Change in behaviour Doctor satisfaction Change in knowledge Patient care improved Alfonso Negri, 03/11

11.  Quality represents the degree to which a CPD activity is likely to produce a good outcome  Effectiveness is the degree to which a CPD activity can be shown to produce a good outcome Alfonso Negri, 03/11

12. ActivitySatisfactionKnowledgeBehaviourOutcome Quality Effectiveness Alfonso Negri, 03/11

13. Ensuring Quality – the learning partnership Alfonso Negri, 03/11

14.  Assessment of learning needs  Interaction among peers  Practising skills / active learning  Variety of educational activities  Sequencing of education  Relevant & targeted to patient care  Engaging and reinforcing Alfonso Negri, 03/11

15.  Set learning goals based on needs  Select targeted educational activities  Participate in activities that have clear learning objectives  Choose activities that will allow you to: LearnPractiseLearn Alfonso Negri, 03/11

16.  Provide an opportunity to reflect upon present and desired levels of performance  Facilitate interaction between participants  Design activities which support the model of: LearnPractiseLearn

17.  Commercial sponsorship/vested interests  declared  do not influence structure or content  Defined learning objectives  Appropriate target audience  Effective teaching methods  Expert teachers  Satisfactory evaluation Alfonso Negri, 03/11

18.  Decision-tree methods  Objective self-assessment  pre- / post-testing  various question formats  Personal reflection Alfonso Negri, 03/11

19. Summary Alfonso Negri, 03/11

20.  Ongoing  Interactive  Contextually relevant  Based on needs assessment Instead of asking “Is CME effective?” researchers should ask “What kinds of CME are effective?” Alfonso Negri, 03/11

21. A. Negri, March 2011

22. Dr. Alfonso Negri