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‘If lifelong learning is to be effective, physicians should enter a practice environment that is constructed in a way that fosters, promotes, and facilitates lifelong learning’. Creating Conditions for Adapting Skills to New Needs & Lifelong Learning. Presenter: Tanya Horsley, PhD
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‘If lifelong learning is to be effective, physicians should enter a practice environment that is constructed in a way that fosters, promotes, and facilitates lifelong learning’
Presenter: Tanya Horsley, PhD
Date: April 27, 2010
Frank, JR. (Ed). 2005. The CanMEDS 2005 physician competency framework. Better Standards. Better Physicians. Better Care. Ottawa, The Royal College of Physicians and Surgeons of Canada.
Horsley, T. Unpublished work (2009)
‘a continually supportive process that stimulates and empowers individuals to acquire all the knowledge, values, skills, and understanding they will require throughout their lifetimes and to apply them with confidence, creativity, enjoyment in all roles, circumstances, and environments’
Ability to create and use a practice profile describing the issues and problems within one’s practice
Beyond the CanMEDS competencies - what are the ‘skills’ required to be an ‘effective’ lifelong learner?
These could be translated into implementation strategies/actions at the 1. individual 2. organizational and 3. health systems level
1. Knowing practice
2. Scanning the environment
3. Managing knowledge in practice
4. Raising and answering questions
5. Practice assessment and enhancement
Ability to systematically and effectively scan the environment for new and relevant ideas. E.g. identify new innovations
Ability to formulate ‘good’ questions and the ability to translate these questions into learning opportunities
Ability to establish a personal knowledge management system, foundational for information literacy
Ability to use processes and tools to continuously assess and measure the impact of learning on enhancing knowledge, skills, and performance in practice
What are the specific needs and issues that require reconsideration of lifelong learning concepts and processes in Europe?
Compulsory engagement in continuing medical education/continuing professional development/lifelong learning systems or programs
“A self-regulating profession must hold its members accountable to the public it serves for the competencies they profess to hold”
Development of a common CPD accreditation system for providers and/or programs
Defining the role and expectations of the healthcare system in supporting continuous quality improvement in lifelong learning
(system level) Examples individual countries or collective partnerships could consider: