Hostname: page-component-cb9f654ff-mx8w7 Total loading time: 0 Render date: 2025-08-31T13:26:17.607Z Has data issue: false hasContentIssue false
  • English
  • Français

Introducing continuing professional development

Published online by Cambridge University Press:  02 January 2018

Andrew Sims
Andrew Sims*
Affiliation:
Advances in Psychiatric Treatment, 17 Belgrave Square, London SW1X 8PG
Rights & Permissions [Opens in a new window]

Extract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Most professions have recently realised that basic undergraduate and postgraduate training is not enough to maintain high standards of practice throughout a long career. Continuing professional development (CPD) has become a feature therefore of the working life of these professions, and medicine, which was in the forefront for undergraduate and postgraduate education, has somewhat lagged behind in this. The failure of consultants to keep up to date in their professional knowledge and attitudes is clearly detrimental to patients, to the doctors themselves, and to the Health Service.

Information

Type
Research Article
Information
Advances in Psychiatric Treatment , Volume 1 , Issue 1 , September 1994 , pp. 3 - 8
Copyright
Copyright © The Royal College of Psychiatrists 1994 

References

Al-Shehri, A., Stanley, I. & Thomas, P. (1993) Continuing education for general practice. 2 Systematic learning from experience. British Journal of General Practice, 43, 249–253.Google ScholarPubMed
Benbow, S. M., Jolley, D. S. & Leonard, I. J. (1993) All work? A day in the life of geriatric psychiatrists. International Journal of Geriatric Psychiatry, 8, 1019–1022.CrossRefGoogle Scholar
College of General Practitioners (1966) Evidence of the College of General Practitioners to the Royal Commission on Medical Education. Report from General Practice 5. London: CGP.Google Scholar
Harden, R. M. & Laidlaw, J. M. (1992) Effective continuing education: the CRISIS criteria. Medical Education, 26, 408–422.Google Scholar
Kaufman, D. M. (1988) An annual review course in neurology for psychiatrists. Results and implications. Journal of Psychiatric Education, 12, 22–28.Google Scholar
Renschler, H. E. & Fuchs, V. (1993) Lifelong learning of physicians: contributions of different educational phases to practice performance. Academic Medicine, 68 (suppl. 2), 57–59.CrossRefGoogle ScholarPubMed
Royal Colleges of Physicians of the United Kingdom (1994) Continuing Medical Education for the Trainee Physician. Edinburgh, Glasgow & London: Royal Colleges of Physicians of the United Kingdom.Google Scholar
Royal College of Psychiatrists (1992) Mental Health of the Nation: The Contribution of Psychiatry (CR16). London: Royal College of Psychiatrists.Google Scholar
Royal Commission on Medical Education (1968) Report of the Royal Commission on Medical Education, Cmnd 3569 (Todd report). London: HMSO.Google Scholar
Sylvester, S. H. H. (1993) General practitioners' attitudes to professional reaccreditation. British Medical Journal, 307, 912–914.CrossRefGoogle ScholarPubMed
Tait, D. (1994) Special Committee on Continuing Medical Education. Psychiatric Bulletin, 18, 285.CrossRefGoogle Scholar
Ward, J. & MacFarlane, S. (1993) Needs assessment in continuing medical education: its feasibility and value in a seminar about skin cancer for general practitioners. Medical Journal of Australia, 159, 20–23.Google Scholar
Wright, J. M. (1991) Continuing medical education in psychiatry. Australian and New Zealand Journal of Psychiatry, 25, 111–118.Google Scholar
Submit a response

eLetters

No eLetters have been published for this article.