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首页> 外文期刊>Family practice. >Continuing professional development (CPD): GPs' perceptions of post-graduate education-approved (PGEA) meetings and personal professional development plans (PDPs).
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Continuing professional development (CPD): GPs' perceptions of post-graduate education-approved (PGEA) meetings and personal professional development plans (PDPs).

机译：持续专业发展（CPD）：全科医生对获得研究生教育批准（PGEA）会议和个人专业发展计划（PDP）的看法。

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BACKGROUND: Conventional post-graduate meetings-typically 'lunchtime' meetings outside practices-have been heavily criticized. Revalidation is also impending, and there has been associated pressure for the widespread introduction of personal development plans (PDPs). However, there is very little empirical evidence about the usefulness to GPs of different kinds of educational meeting or of PDPs. OBJECTIVES: Our aim was to assess the utility to GPs of different types of post-graduate meeting and PDPs. METHODS: A postal questionnaire was sent to 921 GP principals in three health authorities, who were asked to recall their most recent post-graduate education-approved (PGEA) meetings (practice-based and 'outside') and the latest major learning 'undertaken' in their PDP. RESULTS: A total of 698 GPs (76%) returned questionnaires. A substantial minority (208; 30%) had a PDP. Most had undertaken education recently [median time elapsed (weeks): meeting 'outside' practice, 4; 'practice-based', 5; PDP, 3]. Education had not changed clinical practice for many GPs ('practice-based' 39% reported no change; 'outside' meetings 50% and PDPs 57%). A change in practice after a practice meeting was related to relevance to everyday practice [disagreeeutral, agree, strongly agree odds ratios: 1.00, 4.22 (95% CI 2.1-8.6) and 5.9 (2.6-13.3), respectively], to lecturer factors (enthusiasm, summarizing important points, handouts) and to social enjoyment. PDPs were less likely to be perceived relevant to practice (practice-based meeting, 'outside' meeting, PDPs: 89, 87 and 72%, respectively), as a break from practice (54,72 and 18%), good socially (63, 72 and 15%), good for professional networking (54, 70 and 19%) and glad to have done it (84, 86 and 44%). Being glad to use a PDP was more likely if the learning was clinically relevant, a break from practice, and incorporated professional networking. CONCLUSION: Changes in practice after post-graduate meetings are not only related to clinical relevance and lecturer factors, but also to professional and social factors. PDPs may not be providing better learning opportunities or enjoyment than traditional meetings, although GPs who are glad to use PDPs incorporate clinical relevance, a break from practice and networking. Post-graduate tutors should probably continue to support and monitor the lecturer quality and clinical relevance of a balanced portfolio of both practice-based and 'outside' meetings.
机译：背景：常规的研究生会议，通常是实践之外的“午餐时间”会议，已受到严重批评。重新验证也迫在眉睫，并且广泛采用个人发展计划（PDP）带来了相关压力。但是，关于各种教育会议或PDP对GP有用性的经验证据很少。目的：我们的目的是评估不同类型的研究生会议和PDP对GP的效用。方法：向三个卫生部门的921名GP负责人发送了邮政调查表，要求他们回顾他们最近的研究生教育批准（PGEA）会议（基于实践和“外部”）以及最新的“主要学习”在其PDP中。结果：共有698名GP（76％）返回了问卷。少数（208; 30％）有PDP。大多数人最近接受了教育[平均时间（周）：满足“外部”实践，4; “基于实践”，5; PDP，3]。对许多全科医生而言，教育并未改变其临床实践（“以实践为基础”的39％表示没有变化;“外部”会议的50％和PDP的57％）。实践会议后的实践变化与日常实践的相关性[不同意/中立，同意，强烈同意的优势比：分别为1.00、4.22（95％CI 2.1-8.6）和5.9（2.6-13.3）]，讲师因素（热情，要点概述，讲义）和社交乐趣。 PDP不太可能被认为与实践相关（基于实践的会议，“外部”会议，PDP分别为89％，87％和72％），这是对实践的突破（54,72％和18％），社交良好（ 63％，72％和15％），适合专业网络（54％，70％和19％），并很高兴做到这一点（84％，86％和44％）。如果学习与临床相关，脱离实践并且合并了专业网络，则很可能会使用PDP。结论：研究生会议后实践的变化不仅与临床相关性和讲师因素有关，而且与职业和社会因素有关。尽管很高兴使用PDP的GP结合了临床意义，与实践和网络的突破，但PDP可能不会提供比传统会议更好的学习机会或娱乐。研究生导师可能应继续支持和监督以实践为基础的会议和“外部”会议的平衡组合的讲师质量和临床相关性。

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