title: Training on the use of a bespoke continuing professional development framework improves the quality of CPD records.
abstract: BACKGROUND
  Using continuing professional development (CPD) as part of the revalidation of pharmacy professionals has been proposed in the UK but not implemented. We developed a CPD outcomes framework ('the framework') for scoring CPD records, where the score range was -100 to +150 based on demonstrable relevance and impact of the CPD on practice.
  
  
  OBJECTIVE
  This exploratory study aimed to test the outcome of training people to use the framework, through distance-learning material (active intervention), by comparing CPD scores before and after training.
  
  
  METHODS
  Pharmacy professionals were recruited in the UK in Reading, Banbury, Southampton, Kingston-upon-Thames and Guildford in 2009.
  
  
  METHODS
  We conducted a randomised, double-blinded, parallel-group, before and after study. The control group simply received information on new CPD requirements through the post; the active intervention group also received the framework and associated training. Altogether 48 participants (25 control, 23 active) completed the study. All participants submitted CPD records to the research team before and after receiving the posted resources. The records (n = 226) were scored blindly by the researchers using the framework. A subgroup of CPD records (n = 96) submitted first (before-stage) and rewritten (after-stage) were analysed separately.
  
  
  METHODS
  Scores for CPD records received before and after distributing group-dependent material through the post.
  
  
  RESULTS
  Using a linear-regression model both analyses found an increase in CPD scores in favour of the active intervention group. For the complete set of records, the effect was a mean difference of 9.9 (95 % CI 0.4-19.3), p value = 0.04. For the subgroup of rewritten records, the effect was a mean difference of 17.3 (95 % CI 5.6-28.9), p value = 0.0048.
  
  
  CONCLUSIONS
  The intervention improved participants' CPD behaviour. Training pharmacy professionals to use the framework resulted in better CPD activities and CPD records, potentially helpful for revalidation of pharmacy professionals.
authors.affiliation: Reading School of Pharmacy, University of Reading, PO Box 226, Whiteknights, Berkshire, RG6 6AP, UK. p.donyai@reading.ac.uk.
authors.forename: Parastou
authors.identifier: http://orcid.org/0000-0001-5403-6170
authors.initials: P
authors.lastname: Donyai
authors.affiliation: Centre for Inter-Professional Postgraduate Education and Training (CIPPET), Reading School of Pharmacy, University of Reading, Berkshire, UK.
authors.forename: Angela M
authors.initials: AM
authors.lastname: Alexander
mesh_terms: D001519:Behavior; D004311:Double-Blind Method; D020375:Education, Distance; D004513:Education, Pharmacy, Continuing / Q000706:statistics & numerical data*; D004522:Educational Status; D006801:Humans; D007858:Learning; D010595:Pharmacists / Q000706:statistics & numerical data*; D010596:Pharmacy Technicians / Q000706:statistics & numerical data; D015397:Program Evaluation; D006113:United Kingdom
keywords: Comparative effectiveness research; Continuing professional development (CPD); Credentialing; Pharmacy; United Kingdom