CPD and Complexity: Learning in healthcare systems
Thursday, September 30, 2021, 3:00 - 4:00 PM CT
Health professionals live and work in the healthcare system, and this system is magnificently complex. This means that outcomes of the system are driven by those within the system or engaging with the system, as well the relationships and interactions experienced within and external to the system. Concepts of systems and complexity matter to CPD. Health and education are complex, and CPD is the coupling of health and education systems. While at times we view issues within health and education as singular, solvable, or predictable:
(Identified need + educational intervention = need met/problem solved),
perhaps we need to consider a nonlinear aspect to CPD as well. The description above works well when CPD is based on acquiring known best practices; however, perhaps the health care system needs CPD to grapple with uncertainty and support the development of next practices for health professionals as well.
Questions for discussion:
- How can we structure CPD to promote the acquisition of known best practices as well as support the development of next practices?
- Extending data sources to include art in addition to words and numbers mirrors how medicine is both art and science. How can arts-based data inform pedagogical approaches in HPE?
- How can conceptualizing CPD as a complex adaptive system inform our practice, as either educators, clinicians, or both?
Helen Mawdsley, EdD
Director of Research, Office of Continuing Competency and Assessment
Assistant Professor, Max Rady College of Medicine, Rady Faculty of Health Sciences, University of Manitoba
Mila Kostic, CHCP, FACEHP
Strategic Advisor, Center for Continuing Medical Education
Stanford University School of Medicine