2016 September
Volume : 4 Issue : 3

Continuous professional development in medical practice

Amit K. Ghosh, Aditya Ghosh

Pdf Page Numbers :- 130-135

Amit K. Ghosh1,* and Aditya Ghosh2


1Professor of Medicine, Mayo Clinic College of Medicine, Rochester, Minnesota, USA

2Director Research Division, GlobeHealer, Philadelphia, Pennsylvania, USA


*Corresponding author: Amit K. Ghosh, MD, MBA, FACP, Professor of Medicine, Division of General Internal Medicine, Mayo Clinic College of Medicine, Rochester, Minnesota, USA. Tel.: 507-284-0443; Fax: 507-284-4959; Email:


Received 5 April 2016; Revised 11 June 2015; Accepted 20 June 2015; Published 28 June 2016


Citation: Ghosh AK, Ghosh A. Continuous professional development in medical practice. J Med Sci Res. 2016; 4(3):130-135. DOI:


Copyright: © 2016 Ghosh AK, et al. Published by KIMS Foundation and Research Center. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

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Maintenance of professional competence remains an exercise of lifelong learning and an essential requirement for evidence–based medical practice. Physicians attend continuing professional development (CPD) programs to acquire new knowledge. Often CPD programs remain the main source of updating current information. CPD organizers have considerable responsibility in determining appropriate curriculum for their conferences. Organizing an effective CPD activity often requires understanding principles of adult education. Prior to deciding on the curriculum for a CPD, course organizers should conduct needs assessment of physicians. CPD planners should create activities that would consistently improve physician competence. CPD sessions that are interactive, using multiple methods of instructions for small groups of physicians from a single specialty are more likely to change physician knowledge and behavior. Effectiveness of a CPD program should be evaluated at a level beyond measuring physician satisfaction. CPD planners should incorporate methods to determine the course attendees’ improvement of knowledge, skills and attitudes during the CPD activities. Pre and post conference evaluations of physicians using multiple choice questions may form a useful method of assessment.


Keywords: continuing professional development (CPD); adult learning; needs assessment