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Developing educators for continuing professional development

      Abstract

      Continuing professional development (CPD) is part of the medical education continuum, has been shown to produce improved physician practice and good patient outcomes, and is increasingly required for revalidation of medical licensure. CPD can be considered a discipline in its own right but is the least formally organized stage in medical education. CPD educators play a central role, but there has been remarkably little published work specifically describing CPD educators. This narrative review, using ophthalmology as exemplar medical specialty, describes trends affecting CPD educators and their sources, attributes, and development needs, mainly extrapolated from information regarding other medical educators in the medical education continuum spectrum. Future research needs are discussed.

      Résumé

      Le développement professionnel continu (DPC) fait partie du continuum de la formation médicale, il a été démontré qu’il améliore la pratique des médecins et produit de bons résultats pour les patients, et il est de plus en plus exigé pour la revalidation du permis d’exercice de la médecine. Alors qu’il peut être considéré comme une discipline à part entière, le DPC constitue le stade le moins formellement organisé de la formation médicale. Les formateurs en DPC jouent un rôle essentiel, mais les travaux publiés qui les décrivent sont remarquablement peu nombreux. Cette revue narrative, dans laquelle l’ophtalmologie est la spécialité qui sert d’exemple, décrit des tendances touchant les formateurs en DPC, les milieux dont ils sont issus, leurs profils et leurs besoins de perfectionnement, extrapolées principalement à partir d’informations concernant d’autres pédagogues associés au continuum de la formation médicale. L’étude traite des besoins de recherche futurs.
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