Implementing learning into practice from continuous professional development activities: a scoping review of health professionals’ views and experiences | BMC Medical Education

Sargeant J, Wong BM, Campbell CM. CPD of the future: a partnership between quality improvement and competency-based education. Med Educ. 2018;52(1):125–35.
Google Scholar
Sherman LT, Chappell KB. Global perspective on continuing professional development. Asia Pac Scholar. 2018;3(2):1.
Google Scholar
Davis D, O’Brien MA, Freemantle N, Wolf FM, Mazmanian P, Taylor-Vaisey A. Impact of formal continuing medical education: do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? Jama. 1999;282(9):867–74.
Google Scholar
AHPRA AHPRA. Continuing professional development. Melbourne: AHPRA; 2016. Updated 2016 SEP; cited 2023 May.
Filipe HP, Mack HG, Golnik KC. Continuing professional development: progress beyond continuing medical education. Ann Eye Sci. 2017;2(7):46.
HCPC HCPC. What are our standards for continuing professional development? 2018. https://www.hcpc-uk.org/registration/.
ACPE ACfPE. Continuing Professional Development (CPD) Provider program: Intranet. 2021. https://www.acpe-accredit.org/continuing-professional-development/.
Rouse MJ. Continuing professional development in pharmacy. Am J Health-System Pharm. 2004;61(19):2069–76.
Google Scholar
Gazzard J. Continuing professional development (CPD). How to develop your healthcare career: A guide to employability and professional development. 2016;8:54–72.
Google Scholar
Ramani S, McMahon GT, Armstrong EG. Continuing professional development to foster behaviour change: from principles to practice in health professions education. Med Teach. 2019;41(9):1045–52.
Google Scholar
Mukhalalati BA, Taylor A. Adult learning theories in context: a quick guide for healthcare professional educators. J Med Educ Curric Dev. 2019;6:2382120519840332.
Google Scholar
Thompson D. International handbook on the continuing professional development of teachers. British J Educ Psychol. 2005;75:515.
Google Scholar
Filipe HP, Silva ED, Stulting AA, Golnik KC. Continuing professional development: best practices. Middle East Afr J Ophthalmol. 2014;21(2):134–41.
Google Scholar
Hall GE, Hord SM, Aguilera R, Zepeda O, von Frank V. Implementation: learning builds the bridge between research and practice. Learn Prof. 2011;32(4):52.
Goodall J, Day C, Lindsay G, Muijs D, Harris A. Evaluating the impact of continuing professional development. UK: Department for Education and Skills; 2005.
Ward J, Wood CJE. Education and training of healthcare staff: the barriers to its success. 2000;9(2):80–5.
Ikenwilo D, Skåtun DJHP. Perceived need and barriers to continuing professional development among doctors. 2014;117(2):195–202.
Bwanga O. Barriers to continuing professional development (CPD) in radiography: a review of literature from Africa. Health Prof Educ. 2020;6(4):472–80.
Donyai P, Herbert RZ, Denicolo PM, Alexander AM. British pharmacy professionals’ beliefs and participation in continuing professional development: a review of the literature. Int J Pharm Pract. 2011;19(5):290–317.
Google Scholar
Brown CA, Belfield CR, Field SJ. Cost effectiveness of continuing professional development in health care: a critical review of the evidence. Bmj. 2002;324(7338):652–5.
Google Scholar
Vaughn HT, Rogers JL, Freeman JK. Does requiring continuing education units for professional licensing renewal assure quality patient care? Health Care Manager. 2006;25(1):78–84.
Google Scholar
Orlik W, Aleo G, Kearns T, Briody J, Wray J, Mahon P, et al. Economic evaluation of CPD activities for healthcare professionals: a scoping review. Med Educ. 2022;56(10):972–82.
Google Scholar
Davis D, O’Brien MAT, Freemantle N, Wolf FM, Mazmanian P, Taylor-Vaisey AJJ. Impact of formal continuing medical education: do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? Jama. 1999;282(9):867–74.
Google Scholar
Phillips JL, Heneka N, Bhattarai P, Fraser C, Shaw T. Effectiveness of the spaced education pedagogy for clinicians’ continuing professional development: a systematic review. Med Educ. 2019;53(9):886–902.
Google Scholar
Cervero RM, Gaines JK. The impact of CME on physician performance and patient health outcomes: an updated synthesis of systematic reviews. J Contin Educ Health Prof. 2015;35(2):131–8.
Google Scholar
Forsetlund L, Eike MC, Gjerberg E, Vist GE. Effect of interventions to reduce potentially inappropriate use of drugs in nursing homes: a systematic review of randomised controlled trials. BMC Geriatr. 2011;11(1):16.
Google Scholar
Spiegelman D. Evaluating public health interventions: 1. Examples, definitions, and a personal note. Am J Public Health. 2016;106(1):70–3.
Google Scholar
Birken SA, Powell BJ, Presseau J, Kirk MA, Lorencatto F, Gould NJ, et al. Combined use of the Consolidated Framework for Implementation Research (CFIR) and the theoretical domains Framework (TDF): a systematic review. Implement Sci. 2017;12(1):2.
Google Scholar
Means AR, Kemp CG, Gwayi-Chore MC, Gimbel S, Soi C, Sherr K, et al. Evaluating and optimizing the consolidated framework for implementation research (CFIR) for use in low-and middle-income countries: a systematic review. Implement Sci. 2020;15:1–9.
Google Scholar
Ross J, Stevenson F, Lau R, Murray. Factors that influence the implementation of e-health: a systematic review of systematic reviews (an update). EJIs. 2016;11(1):1–12.
Lewis CC, Boyd MR, Walsh-Bailey C, Lyon AR, Beidas R, Mittman B, et al. A systematic review of empirical studies examining mechanisms of implementation in health. Implement Sci. 2020;15:1–25.
Google Scholar
Chaudoir SR, Dugan AG, Barr CH. Measuring factors affecting implementation of health innovations: a systematic review of structural, organizational, provider, patient, and innovation level measures. Implement Sci. 2013;8:1–20.
Google Scholar
Damschroder LJ, Aron DC, Keith RE, Kirsh SR, Alexander JA, Lowery JC. Fostering implementation of health services research findings into practice: a consolidated framework for advancing implementation science. Implement Sci. 2009;4(1): 50.
Google Scholar
Kirk MA, Kelley C, Yankey N, Birken SA, Abadie B, Damschroder L. A systematic review of the use of the Consolidated Framework for Implementation Research. Implement Sci. 2015;11:1–3.
Google Scholar
Williams EC, Johnson ML, Lapham GT, Caldeiro RM, Chew L, Fletcher GS, et al. Strategies to implement alcohol screening and brief intervention in primary care settings: a structured literature review. 2011;25(2):206.
Nevedal AL, Reardon CM, Opra Widerquist MA, Jackson GL, Cutrona SL, White BS, Damschroder LJ. Rapid versus traditional qualitative analysis using the Consolidated Framework for Implementation Research (CFIR). Implement Sci. 2021;16(1):67.
Google Scholar
Nazar ZJ, Nazar H, White S, Rutter P. A systematic review of the outcome data supporting the healthy living pharmacy concept and lessons from its implementation. PLoS ONE. 2019;14(3): e0213607.
Google Scholar
Khayyat SM, Nazar Z, Nazar H. A study to investigate the implementation process and fidelity of a hospital to community pharmacy transfer of care intervention. PLoS ONE. 2021;16(12): e0260951.
Google Scholar
Stewart D, Pallivalapila A, Thomas B, Hanssens Y, El Kassem W, Nazar Z, et al. A theoretically informed, mixed-methods study of pharmacists’ aspirations and readiness to implement pharmacist prescribing. Int J Clin Pharm. 2021;43(6):1638–50.
Google Scholar
Mansouri M, Lockyer JJJ. A meta-analysis of continuing medical education effectiveness. 2007;27(1):6–15.
Peters MDJ, Godfrey CM, Khalil H, McInerney P, Parker D, Soares CB. Guidance for conducting systematic scoping reviews. Int J Evid Based Healthc. 2015;13(3):141–6.
Google Scholar
Tricco AC, Lillie E, Zarin W, O’Brien KK, Colquhoun H, Levac D, et al. PRISMA Extension for scoping reviews (PRISMA-ScR): Checklist and Explanation. Ann Intern Med. 2018;169(7):467–73.
Google Scholar
Ouzzani M, Hammady H, Fedorowicz Z, Elmagarmid A. Rayyan—a web and mobile app for systematic reviews. Syst Reviews. 2016;5:1–10.
Google Scholar
Ghandehari OO, Hadjistavropoulos T, Williams J, Thorpe L, Alfano DP, Bello-Haas VD, et al. A controlled investigation of continuing pain education for long-term care staff. 2013;18(1):11–8.
Manzini F, Diehl EE, Farias MR, Dos Santos RI, Soares L, Rech N, Lorenzoni AA, Leite SN. Analysis of a blended, inservice, continuing education course in a public health system: lessons for education providers and healthcare managers. Front Public Health. 2020;8:561238.
Allen LM, Hay M, Armstrong E, Palermo CJMT. Applying a social theory of learning to explain the possible impacts of continuing professional development (CPD) programs. 2020;42(10):1140–7.
Reis T, Faria I, Serra H, Xavier M. Barriers and facilitators to implementing a continuing medical education intervention in a primary health care setting. BMC Health Serv Res. 2022;22(1):638.
Google Scholar
Abebe L, Bender A, Pittini R. Building the case for nurses’ continuous Professional Development in Ethiopia: a qualitative study of the Sick Kids-Ethiopia Paediatrics Perioperative Nursing Training Program. Ethiop J Health Sci. 2018;28(5):607–14.
Young LJ, Newell KJ. Can a clinical continuing education course change behavior in dental hygiene. J Dent Hyg. 2008;82(4):33-.
Lawton A, Manning P, Lawler F. Delivering information skills training at a health professionals continuing professional development conference: an evaluation. Health Info Libr J. 2017;34(1):95–101.
Google Scholar
Adams SG, Pitts J, Wynne JE, Yawn BP, Diamond EJ, Lee S, Dellert E, Nicola A. Hanania. Effect of a primary care continuing education program on clinical practice of chronic obstructive pulmonary disease: translating theory into practice. Mayo Clin Proc. 2012;87:862–870.
Google Scholar
Beckman D, Wardian J, Sauerwein TJ, True MW. Evaluation of an Interprofessional continuing professional development course on comprehensive diabetes care: A Mixed-Methods approach. J Evaluation Clin Pract. 2019;25(1):148–54.
Google Scholar
Safe M, Wittick P, Philaketh K, Manivong A, Gray A. Mixed-methods evaluation of a continuing education approach to improving district hospital care for children in Lao PDR. Trop Med Int Health. 2022;27(3):262–70.
Google Scholar
Olson AK, Babenko-Mould Y, Tryphonopoulos PD, Mukamana D, Cechetto DF. Nurses’ and nurse educators’ experiences of a Pediatric Nursing Continuing Professional Development program in Rwanda. Int J Nurs Educ Scholarsh. 2022;19(1):20210155.
Google Scholar
Ivanova A, Baliunas D, Ahad S, Tanzini E, Dragonetti R, Fahim M, et al. Performance change in treating tobacco addiction: an online, interprofessional, facilitated continuing education course (TEACH) evaluation at Moore’s level 5. J Contin Educ Health Prof. 2021;41(1):31–8.
Google Scholar
Légaré F, Freitas A, Turcotte S, Borduas F, Jacques A, Luconi F, et al. Responsiveness of a simple tool for assessing change in behavioral intention after continuing professional development activities. PLoS ONE. 2017;12(5):e0176678.
Google Scholar
Abebe L, Bender A, Pittini R. Building the case for nurses’ continuous professional development in Ethiopia: a qualitative study of the Sick Kids-Ethiopia Paediatrics Perioperative Nursing Training Program. Ethiop J Health Sci. 2018;28(5):607–14.
Marinopoulos S, Dorman T, Ratanawongsa N, Wilson L, Ashar B, Magaziner J, et al. Effectiveness of Continuing Medical Education. Evid report/technology Assess. 2007;149:1–69.
Al-Ismail MS, Naseralallah LM, Hussain TA, Stewart D, Alkhiyami D, Abu Rasheed HM, et al. Learning needs assessments in continuing professional development: a scoping review. Med Teach. 2023;45(2):203–11.
Google Scholar
Allen LM, Palermo C, Armstrong E, Hay M. Categorising the broad impacts of continuing professional development: a scoping review. Med Educ. 2019;53(11):1087–99.
Google Scholar
Firmstone VR, Elley KM, Skrybant MT, Fry-Smith A, Bayliss S, Torgerson CJ. Systematic review of the effectiveness of continuing dental professional development on learning, behavior, or patient outcomes. J Dental Educ. 2013;77(3):300–15.
Google Scholar
Samuel A, Cervero RM, Durning SJ, Maggio LA. Effect of continuing professional development on health professionals’ performance and patient outcomes: a scoping review of knowledge syntheses. Acad Med. 2021;96(6):913–23.
Google Scholar
Glanz K, Rimer BK, Viswanath K. Theory, research, and practice in health behavior and health education. 2008.
Simons-Morton B, McLeroy K, Wendel M. Behavior theory in health promotion practice and research. US: Jones & Bartlett Publishers; 2012.
MacFarlane A, O’Reilly-de Brún M. Using a theory-driven conceptual framework in qualitative health research. Qual Health Res. 2012;22(5):607–18.
Google Scholar
Nigg CR, Allegrante JP, Ory M. Theory-comparison and multiple-behavior research: common themes advancing health behavior research. Health Educ Res. 2002;17(5):670–9.
Google Scholar
Creswell JW, Creswell JD. Research design: Qualitative, quantitative, and mixed methods approaches. US: Sage publications; 2017.
Nilsen P, Bernhardsson S. Context matters in implementation science: a scoping review of determinant frameworks that describe contextual determinants for implementation outcomes. BMC Health Serv Res. 2019;19(1):189.
Google Scholar
Nilsen P. Making sense of implementation theories, models and frameworks. Implement Sci. 2015;10(1):53.
Google Scholar
Green J. The role of theory in evidence-based health promotion practice. Health Educ Res. UK. 2000;15(2):125–9.
Corley KG, Gioia DA. Building theory about theory building: what constitutes a theoretical contribution? Acad Manage Rev. 2011;36(1):12–32.
Google Scholar
Ellis LA, Sarkies M, Churruca K, Dammery G, Meulenbroeks I, Smith CL, et al. The Science of Learning Health Systems: scoping review of empirical research. JMIR Med Inf. 2022;10(2):e34907.
Google Scholar
Proctor EK, Bunger AC, Lengnick-Hall R, Gerke DR, Martin JK, Phillips RJ, et al. Ten years of implementation outcomes research: a scoping review. Implement Sci. 2023;18(1):31.
Google Scholar
Proctor E, Silmere H, Raghavan R, Hovmand P, Aarons G, Bunger A, et al. Outcomes for implementation research: conceptual distinctions, measurement challenges, and research agenda. Adm Policy Mental Health Mental Health Serv Res. 2011;38:65–76.
Google Scholar
Glasgow RE, Vogt TM, Boles SM. Evaluating the public health impact of health promotion interventions: the RE-AIM framework. Am J Public Health. 1999;89(9):1322–7.
Google Scholar
Greenhalgh T, Wherton J, Papoutsi C, Lynch J, Hughes G, Hinder S, et al. Beyond adoption: a new framework for theorizing and evaluating nonadoption, abandonment, and challenges to the scale-up, spread, and sustainability of health and care technologies. J Med Int Res. 2017;19(11):e8775.
Jeong D, Presseau J, ElChamaa R, Naumann DN, Mascaro C, Luconi F, et al. Barriers and facilitators to Self-Directed Learning in Continuing Professional Development for Physicians in Canada: a scoping review. Acad Med. 2018;93(8):1245–54.
Google Scholar
Dopp AL, Moulton JR, Rouse MJ, Trewet CB. A five-state continuing professional development pilot program for practicing pharmacists. Am J Pharm Educ. 2010;74(2): 28.
Google Scholar
Johnson N, Davies D. Continuing professional development. In: Carter Y, editor. Medical education and training. From theory to delivery. Oxford: Oxford University Press; 2009. p. 157–70.
Neale B. Qualitative longitudinal research: Research methods. UK: Bloomsbury Publishing; 2020.
Calman L, Brunton L, Molassiotis A. Developing longitudinal qualitative designs: lessons learned and recommendations for health services research. BMC Med Res Methodol. 2013;13:14.
Google Scholar
link