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The effect of continuing professional education on health care outcomes: lessons for dementia care

Published online by Cambridge University Press:  01 April 2009

Rasika Rampatige ,
David Dunt ,
Colleen Doyle ,
Susan Day  and
Pauline van Dort
Rasika Rampatige
Affiliation:
Centre for Health Policy, Programs and Economics, School of Population Health, University of Melbourne, Melbourne, Australia
David Dunt*
Affiliation:
Centre for Health Policy, Programs and Economics, School of Population Health, University of Melbourne, Melbourne, Australia
Colleen Doyle
Affiliation:
Centre for Health Policy, Programs and Economics, School of Population Health, University of Melbourne, Melbourne, Australia
Susan Day
Affiliation:
Centre for Health Policy, Programs and Economics, School of Population Health, University of Melbourne, Melbourne, Australia
Pauline van Dort
Affiliation:
Centre for Health Policy, Programs and Economics, School of Population Health, University of Melbourne, Melbourne, Australia
*
Correspondence should be addressed to: Professor David Dunt, Centre for Health Policy, Programs and Economics, School of Population Health, University of Melbourne, Level 4, 207 Bouverie Street, Carlton, Victoria 3010, Australia. Phone: +61 3 834 40663; Fax: +61 3 934 81174. Email: d.dunt@unimelb.edu.au.
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Abstract

Background: This review presents an overview of the published literature on the effectiveness of continuing professional education (CPE), which includes continuing medical education (CME) of different health care professionals in healthcare settings, for improving patient management and patient outcomes. This review summarizes key articles published on the subject, including those relating to dementia care.

Methods: A literature search was carried out using the National Library of Medicine's PubMed database, Cochrane database and Eric databases.

Results: Studies on CPE generally provide conflicting evidence on their effectiveness in bringing about a change in professional practices and healthcare outcomes. However interactive, multifaceted interventions, and interventions with repeated inputs appear more effective in bringing about positive changes than traditional non-interactive techniques. There are relatively few studies specifically concerning CPE and dementia care.

Conclusion: This review shows that CPE in dementia care needs to be targeted carefully. Much can be learnt from examining education approaches in the wider professional and medical education literature.

Keywords

dementiacontinuing professional development
Type
Research Article
Information
International Psychogeriatrics , Volume 21 , Supplement S1: International perspectives on dementia education, training and knowledge transfer , April 2009 , pp. S34 - S43
Copyright
Copyright © International Psychogeriatric Association 2009

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