||Introduction -- Outcomes-based, high-value CPD from a business perspective -- Putting the value in high-value CPD -- Real-world business cases for high-value CPD -- The role of accrediting and credentialing bodies -- Exploring a business case for investing entities: reflections and next steps -- Reflections on the workshop.
||Continuing education, continuing professional development, and high-value continuing professional development exist along a continuum. Continuing education (CE) often is associated with didactic learning methods, such as lectures and seminars, which take place in auditoriums and classrooms, and is often viewed by health professionals as merely a path to maintaining licensure and certification through the accumulation of credits. Continuing professional development (CPD), in contrast, embraces a wider array of learning formats and methods that are driven by learners. The Global Forum on Innovation in Health Professional Education hosted a workshop in April 2017 to explore the value proposition for CPD. Forum members and workshop participants gathered to learn about innovative CPD programs around the world, to consider the perspectives of those who invest in CPD, and to discuss the business case for CPD. This publication summarizes the presentations and discussions from the workshop.
|Bibliography note||Includes bibliographical references.|
|Funding information||This activity was supported by contracts between the National Academy of Sciences and Academic Collaborative for Integrative Health; Academy of Nutrition and Dietetics; Accreditation Council for Graduate Medical Education; Aetna Foundation; American Academy of Nursing; American Association of Colleges of Nursing; American Association of Colleges of Osteopathic Medicine; American Association of Colleges of Pharmacy; American Board of Family Medicine; American Board of Obstetrics and Gynecology/American College of Obstetricians and Gynecologists; American College of Nurse-Midwives; American Council of Academic Physical Therapy; American Dental Education Association; American Medical Association; American Nurses Credentialing Center; American Occupational Therapy Association; American Osteopathic Association; American Physical Therapy Association; American Psychological Association; American Society for Nutrition; American Speech-Language-Hearing Association; Association of American Medical Colleges; Association of American Veterinary Medical Colleges; Association of Schools and Colleges of Optometry; Association of Schools and Programs of Public Health; Association of Schools of the Allied Health Professions; Athletic Training Strategic Alliance; Council on Social Work Education; Ghent University; Health Resources and Services Administration; Jonas Nursing and Veterans Healthcare; Josiah Macy Jr. Foundation; Michigan Center for Interprofessional Education; National Academies of Practice; National Association of Social Workers; National Board for Certified Counselors, Inc. and Affiliates; National Board of Medical Examiners; National Council of State Boards of Nursing, Inc.; National League for Nursing; Office of Academic Affiliations--Veterans Health Administration; Organization for Associate Degree Nursing; Physician Assistant Education Association; Society for Simulation in Healthcare; Training for Health Equity Network-THEnet; Uniformed Services University of the Health Sciences; and University of Toronto. Any opinions, findings, conclusions, or recommendations expressed in this publication do not necessarily reflect the views of any organization or agency that provided support for the project.|
|Source of description||Description based on online resource; title from PDF title page (viewed August 7, 2018).|
|Issued in other form||Print version: Cuff, Patricia A. Exploring a business case for high-value continuing professional development. Washington, D.C. : National Academies Press, 2018 9780309466370|