Categorising the broad impacts of continuing professional development : a scoping review
- Allen, Louise, Palermo, Claire, Armstrong, Elizabeth, Hay, Margaret
- Authors: Allen, Louise , Palermo, Claire , Armstrong, Elizabeth , Hay, Margaret
- Date: 2019
- Type: Text , Journal article , Review
- Relation: Medical Education Vol. 53, no. 11 (2019), p. 1087-1099
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- Description: Context: A number of systematic reviews have evaluated the impacts of continuing professional development (CPD). These reviews, due to their focused nature, may fail to capture the full range of impacts of CPD. This scoping review aims to explore the broader impacts of CPD with the intention of developing a categorisation of the types of impact of CPD. Methods: The authors searched MEDLINE, CINAHL and ERIC databases for studies published between 2007 and 2017 that looked at the impacts of formal CPD programmes for all health professionals. Studies were independently screened for eligibility; one reviewer charted data for all included studies, a sample of 10% was reviewed by a second reviewer. The charted data were analysed using both qualitative and quantitative content analysis. Results: The search returned 2750 manuscripts; 192 manuscripts describing 191 studies were included in this review. Most articles were from the USA (78 studies, 41%) and included medical doctors in the population (105 studies, 55%). Twelve categories of impact were generated through conventional content analysis: knowledge, practice change, skill, confidence, attitudes, career development, networking, user outcomes, intention to change, organisational change, personal change and scholarly accomplishments. Knowledge was most commonly measured (103 studies, 54%), whereas measurement of scholarly accomplishments was the least common (10 studies, 5%). Conclusions: Existing evidence takes a narrow view when assessing the impacts of CPD. Emphasis on measuring impacts as knowledge, behaviour, confidence, skills and attitudes may be due to the widely accepted four levels of evaluation from the Kirkpatrick Model or because the majority of studies used quantitative methods. The categories proposed in this review may be used to capture a broader view of the impacts of CPD programmes, contributing to the evidence base for their value and translating into CPD programmes that truly transform health professionals, their careers and their practice. © 2019 John Wiley & Sons Ltd and The Association for the Study of Medical Education
Impact of the Social Cafe Meals program: a qualitative investigation
- Allen, Louise, O'Connor, Jacklin, Amezdroz, Emily, Bucello, Pieta, Mitchell, Hannah, Thomas, Arabella, Kleve, Sue, Bernardi, Anthony, Wallis, Liza, Palermo, Claire
- Authors: Allen, Louise , O'Connor, Jacklin , Amezdroz, Emily , Bucello, Pieta , Mitchell, Hannah , Thomas, Arabella , Kleve, Sue , Bernardi, Anthony , Wallis, Liza , Palermo, Claire
- Date: 2012
- Type: Text , Journal article
- Relation: Australian Journal of Primary Health Vol. 20, no. 1 (2012), p. 79-84
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- Description: Social Café Meals Programs aim to reduce food insecurity and social exclusion by providing participants access to subsidised meals in mainstream local cafés. This study aimed to explore the program’s ability to address social exclusion and food insecurity and the impact of the program on the community. A qualitative evaluation approach was utilised whereby in-depth interviews were conducted with café owners, café staff and current program members of two Social Café Meals Programs operating in the south-eastern suburbs of Melbourne. Twelve program members and six café staff completed an in-depth interview at the local cafés. Data were analysed using a thematic analysis approach focusing on the lived experience of the café owners, staff and program members. Four key themes were identified. The program (i) improved food access for vulnerable groups and (ii) created community cohesiveness. (iii) The café environment was important in facilitating program use by community members. (iv) Café owners felt rewarded for their community contribution via the program. Social Café Meals Programs may provide a solution to improving food security and reducing social exclusion and may be considered as a strategy for improving nutrition and social health for at-risk and vulnerable groups.
- Authors: Allen, Louise , O'Connor, Jacklin , Amezdroz, Emily , Bucello, Pieta , Mitchell, Hannah , Thomas, Arabella , Kleve, Sue , Bernardi, Anthony , Wallis, Liza , Palermo, Claire
- Date: 2012
- Type: Text , Journal article
- Relation: Australian Journal of Primary Health Vol. 20, no. 1 (2012), p. 79-84
- Full Text:
- Reviewed:
- Description: Social Café Meals Programs aim to reduce food insecurity and social exclusion by providing participants access to subsidised meals in mainstream local cafés. This study aimed to explore the program’s ability to address social exclusion and food insecurity and the impact of the program on the community. A qualitative evaluation approach was utilised whereby in-depth interviews were conducted with café owners, café staff and current program members of two Social Café Meals Programs operating in the south-eastern suburbs of Melbourne. Twelve program members and six café staff completed an in-depth interview at the local cafés. Data were analysed using a thematic analysis approach focusing on the lived experience of the café owners, staff and program members. Four key themes were identified. The program (i) improved food access for vulnerable groups and (ii) created community cohesiveness. (iii) The café environment was important in facilitating program use by community members. (iv) Café owners felt rewarded for their community contribution via the program. Social Café Meals Programs may provide a solution to improving food security and reducing social exclusion and may be considered as a strategy for improving nutrition and social health for at-risk and vulnerable groups.
Setting priorities for health education research : a mixed methods study
- Palermo, Claire, King, Olivia, Brock, Tina, Brown, Ted, Crampton, Paul, Hall, Helen, Macaulay, Janet, Morphet, Julia, Mundy, Matthew, Oliaro, Louise, Paynter, Sophie, Williams, Brett, Wright, Caroline, Rees, Charlotte
- Authors: Palermo, Claire , King, Olivia , Brock, Tina , Brown, Ted , Crampton, Paul , Hall, Helen , Macaulay, Janet , Morphet, Julia , Mundy, Matthew , Oliaro, Louise , Paynter, Sophie , Williams, Brett , Wright, Caroline , Rees, Charlotte
- Date: 2019
- Type: Text , Journal article
- Relation: Medical Teacher Vol. 41, no. 9 (2019), p. 1029-1038
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- Description: Introduction: Identifying priority research topics that meet the needs of multiple stakeholders should maximize research investment. Aim: To identify priorities for health education research. Methods: A three-stage sequential mixed methods study was conducted. Priorities for health education research were identified through a qualitative survey with 104 students, patients, academics, and clinicians across five health sciences and 12 professions (stage 1). These findings were analyzed using framework analysis and transposed into a quantitative survey whereby 780 stakeholders rated and ranked the identified priorities. Descriptive statistics identified priorities, exploratory factor analysis grouped priorities and differences between stakeholders were determined using Mann–Whitney U tests (stage 2). Six individual or group interviews with 16 participants (stage 3) further explicated the results from previous stages. Results: Of 30 priorities identified, the top were: how best to ensure students develop the required skills for work; how to promote resiliency and well-being in students; and ensuring the curriculum prepares students for work. For the majority of priorities, no significant differences were found between different stakeholder groups. Conclusions: These findings will be used to inform health educational research strategy both locally and nationally. Further research should explore if setting priorities can be translated effectively into education research policy and practice. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
- Authors: Palermo, Claire , King, Olivia , Brock, Tina , Brown, Ted , Crampton, Paul , Hall, Helen , Macaulay, Janet , Morphet, Julia , Mundy, Matthew , Oliaro, Louise , Paynter, Sophie , Williams, Brett , Wright, Caroline , Rees, Charlotte
- Date: 2019
- Type: Text , Journal article
- Relation: Medical Teacher Vol. 41, no. 9 (2019), p. 1029-1038
- Full Text:
- Reviewed:
- Description: Introduction: Identifying priority research topics that meet the needs of multiple stakeholders should maximize research investment. Aim: To identify priorities for health education research. Methods: A three-stage sequential mixed methods study was conducted. Priorities for health education research were identified through a qualitative survey with 104 students, patients, academics, and clinicians across five health sciences and 12 professions (stage 1). These findings were analyzed using framework analysis and transposed into a quantitative survey whereby 780 stakeholders rated and ranked the identified priorities. Descriptive statistics identified priorities, exploratory factor analysis grouped priorities and differences between stakeholders were determined using Mann–Whitney U tests (stage 2). Six individual or group interviews with 16 participants (stage 3) further explicated the results from previous stages. Results: Of 30 priorities identified, the top were: how best to ensure students develop the required skills for work; how to promote resiliency and well-being in students; and ensuring the curriculum prepares students for work. For the majority of priorities, no significant differences were found between different stakeholder groups. Conclusions: These findings will be used to inform health educational research strategy both locally and nationally. Further research should explore if setting priorities can be translated effectively into education research policy and practice. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
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