Continuous Professional Development (CPD) Resources

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Awarding CPD Credits

Your Academy CPD officers will host a webinar about CPD and Registration on Thursday, 2nd July at 2pm. This webinar is now available to view as a video in the ACSLM’s members CPD section. There’s plenty of information out there regarding CPD: the last Converse edition, CPD of the month (July/August 2019), ACSLM Newsletter and ACSLM meeting last June in Dublin. As always, please don’t hesitate to contact us with your queries at – Jemma Kehoe & Leo Mulvany.

In brief, CPD is a self-directed learning process based on a four stage CPD cycle which includes:
1. Review of learning needs
2. Planning to address learning needs
3. Implementing the plan by engaging in learning opportunities and
4. Evaluating and reflecting on the outcome of learning on your practice, service users and quality of service delivery. The learning cycle can support you to structure your CPD to meet identified learning needs to enhance your skills, knowledge and professional competence.

CPD is more than simply the acquisition of knowledge and skill. CPD is not the same as Continuing Education (CE). CPD represents a flexible approach to learning which recognises a wide variety of learning opportunities from formal learning to on-the-job learning.
As CORU state: CPD is an ongoing process that occurs when undertaking any activity relevant to the role of the professional that provides new insight and learning by the professional.

So, how do you award your own credits:
1 CDP credit = 1 hour of new or enhanced learning and your approach should focus on the outcome of your new learning. What ever it is you are putting forward for CPD credits, you must show how you can apply your learning in the work you do. So, going to a meeting, getting credits, getting a certificate and logging credits no longer applies. Now you need to reflect on how you integrate new learning into your practice, including reflection on each learning activity, the learning you achieved and how you implemented this learning in your practice/work. The webinar video from 2nd July 2020 will show you how to use the academy CPD resource and how to streamline your CPD for you. It’s available on the academy website from the front page.

CPD Credits
The Medical Scientists Registration Board recommends you demonstrate a minimum number of 30 CPD credits in a 12-month period. This will demonstrate that you are engaged in ongoing continuing professional development. Generally, one hour of CPD learning activity is equal to one CPD credit where the learning is new or enhanced.
CPD credits are self-determined, meaning that you decide how many credits to apply to new or enhanced learning you achieved and how this has impacted your practice.
Some examples of credit allocation depending on new or enhanced learning achieved may

Consider the difference in two colleagues attending mandatory health and safety training. For a more senior colleague they may have undertaken this training on a number of occasions and there is little new learning. For the other, it may be a new role and so all the learning gained is new or enhanced learning. Simply completing the same activity a number of times would not accrue additional CPD credits,
as the content would not be new to you. However, the same type of learning activity, such as a journal club, may contribute to CPD credit accrual as new content is likely to be generated at each meeting. Another example may be in your role as a placement supervisor. You already had a plan prepared from past experiences for supervising a new student for 3 weeks (37 hours per week). However, you find that this student challenged you on a number of occasions and you determine that it amounts to five hours of new learning. The greater the number of credits assigned, the more detail should be provided on what new learning was achieved and how this influenced your practice.

Some questions you may want to ask yourself are:
What have I learnt?
Did I achieve my learning outcomes?
What kind of unplanned outcomes or challenges arose from this experience?
Which barriers or blocks did I have to overcome? How have I applied this learning at work? What was the impact of this learning for service users and/or quality service provision? What lessons can I take from this experience?
What was the impact of this learning on my professional practice?

Record keeping will be very important especially from next March onwards. The Academy CPD area on the website is the perfect repository not just for your CPD but for all your documents (important documents, CV, certificates, exam parchments etc). You can scan any document and hold it on file in your CPD on the website. You can also produce your own report from all your data which saves a lot of bother if you maintain a paper-based system.

Resources and Information:
• Review the 2 articles (1 on registration and 1 on CPD) in Converse Vol. 46, Issue 1, Spring 2020. (Downloadable from the academy website)
• Review CPD of the month for July/August 2019 (about CORU’s new CPD approach)
• Review the CPD video produced by the CPD Officers Network on how to use reflective learning in the workplace and the various models you can use. Scroll down for the video.
Remember, your CPD officers are also a resource for you.

Leo Mulvany & Jemma Kehoe

HSCP-PDN Reflective Learning Video Resource

This HSCP CPD video is brought to you by the Health & Social Care Professions – Professional Development Network. The network is made up of CPD officers from various professions including the ACSLM CPD officers: Leo Mulvany & Jemma Kehoe.
The video introduces Reflective Learning (RL), how to learn by reflection, the models involved and short video clips from HSCP’s demonstrating how they use reflective learning on a routine basis.
Academy involvement: introduction by Jemma Kehoe, video editing/production by Leo Mulvany.

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