In addition to the sequential phases of the CPD cycle, documentation continues to be an integral part. Documentation serves as a tool for a professional to have all of their thoughts, planning, learning and assessments available as needed, either to provide evidence of learning, professional development, practice changes, organizational improvements, or patient outcomes, or to support and guide future learning (i.e. record and review). Documentation is often done in portfolio form, either electronically or on paper. While CPD has made progress over the past 5-7 years, the literature published does not reflect current activities. Although there is a lot of information on this topic in the literature, only 25% of the articles that met the original search criteria provided the type of information the authors were looking for. This may be due to limited funding in the area of CPD and UE. For many countries and professions, there is an adequate level of publication on these topics, but for other countries and disciplines, little has been published on the CE and CPD requirements, the rationale or evidence of the requirements, or the effectiveness of the system in achieving its purpose. Questions remain about the need for voluntary or mandatory training.38 Health professionals in general and pharmacy in particular are encouraged to publish more articles on CE and CPD.

With the exception of one regulatory body, the General Optical Council, the term CPD is used by regulatory bodies to describe their systems and, in all cases, regulatory bodies have proposed definitions of CPD in their guidance documents describing the role of CPD in maintaining professional competence and professional development throughout an individual`s career. Over time, many terms have been used to describe post-qualification education and training: continuing medical education, continuing medical education (CME), competency-based medical education (CBME), and CPD. The UE, called CME in medicine and, more recently, CBME29 30, is generally accepted as referring to specific educational activities aimed at updating skills and understanding in order to maintain professional competence.11 31 CE has, In the past, it has formed the basis of voluntary or compulsory education systems based on time or points, used by professional associations,31 32 but over the past two decades, the use of the term CPD to describe these systems has changed.11 32 33 Unlike IBD, CPD has a much broader goal of developing a broader range of skills beyond the core competencies required for later practice. with the aim of developing the individual throughout his career. At a time of regulatory change, where the role of continuing education in the development of health care workers has been clearly highlighted, this report describes the CPD characteristics required of these health professionals by their regulatory bodies and examines whether these requirements are consistent with best practices. By detailing these requirements for all UK healthcare workforce, we also hope to contribute to a wider understanding of the development of CPD systems in the UK and internationally. CPD is intended to ensure that licensees and certificates are constantly updating their competencies and are aware of their legal requirements and responsibilities. Details of how CPD works are described in the CPD requirements published on the NSW Fair Trading website. 3 CPD points under previous arrangements will count towards the equivalent of 1 hour of CPD (no points) and the transferred CPD will count towards optional requirements only.

In addition, our review shows that the use of PDPs, which have been recommended in UK health services for some time,42 is not universal and when they are used, they are mainly self-directed and self-assessed. Only in medicine does the PMP need to be informed by objective real-world data and evaluated by an examiner, a model that other professions could consider to advance learning and improve practice. Although the inclusion of PDPs in formal assessment has been recommended for related health professionals in some expanded roles,43 we suggest that most non-medical health professionals do not realize the full potential of PDPs as defined in accepted definitions.44 Continuing Professional Education (CPE) is required for all Texas educators with a standard certificate. The appropriate number of hours of continuing vocational training (CPE) must be completed during each five-year extension period (TAC § 232.11). The term “reflection” is used by all CPD programs and describes either reflection on future learning needs as incorporated into a Personal Development Plan (PDP) or reflection on a learning activity after it has taken place. We found that there are 32 different health job titles in the UK that are defined by regulatory bodies. Our data on the total number of people registered with regulators and the number of people registered under each title provides another way to count the number of people working in the UK healthcare system, a figure that is notoriously difficult to determine.20 Our review shows the total number of people who have current registration in all regulated professions, However, there is no regulation of full-time equivalents and can therefore be considered a maximum. This gives an accurate picture of the total potential workforce in the UK healthcare sector, a figure that includes both government and self-employed workers. The purpose of this section is to provide an overview of the legal disclosure requirements for licensed agents under the Property and Securities Agents Act, 2002 (the Act), with a particular focus on material facts. Peer learning is required by five regulatory bodies: the General Chiropractic Council, the General Osteopathic Council, the Nursing and Midwifery Council, the General Optical Council, and the General Pharmaceutical Council. The HCPC, the Pharmaceutical Society of Northern Ireland and the General Dental Council do not yet require group or peer learning, but they offer it as a kind of CPD activity. The General Medical Council only offers general CPD guidelines that leave details of CPD programs to colleges or employers.

Given that these guidelines state that practitioners should be involved in peer-to-peer learning, it can be assumed that individual specialized programs will include this element, but we cannot confirm that this is the case. While we cannot report on the proportion of registered professionals who are required to undertake peer-to-peer learning, we can report that 26% (391,982) of professionals registered under a title are not required to do so. The published literature was searched using a modified PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) checklist to answer the question “What are the characteristics of post-qualification systems for health professionals as described in the literature?” Search terms describing regulated occupational groups were combined with terms describing training by qualification and descriptive terms: survey(s), characteristics, requirements and characteristics. Only the title was searched, using the Boolean operators AND and OR in combination with truncations and sentence searches. The following databases were searched: ASSIA, CINAHL, Medline, EMCare and Scopus Life Sciences, Health Sciences, Physical Sciences and Social Sciences & Humanities. Only English-language work was considered and no limits were set. After removing duplicates, the titles and abstracts of 249 articles were examined to see if they describe the characteristics of continuing training systems by qualification. At that time, only documents from 1990 onwards were taken into account. A total of 48 articles were selected for detailed review and a list of characteristics common to the regulatory requirements was summarized and combined with the authors` understanding of how CPD systems are described. This list of common characteristics was used to organize the results of the regulatory literature review. Participation in CPD activities alongside other professionals is mentioned by only four regulatory bodies. The Council of Nurses and Midwives, the General Council of Osteopathy and the General Dental Council propose it, and the General Medical Council requires it in situations where the training is aimed at improving the performance of the multiprofessional team.

Descriptions of these regulatory bodies suggest that it is interprofessional learning, that is: Professions learn from each other, from each other and about each other to improve collaboration and quality of care.19 The General Dental Council suggests team learning within the dental team, suggesting that it is intradisciplinary learning conducted in dentistry.