The RCGP Conference, recently held in Liverpool, displayed an impressive 236 poster presentations divided into four categories. There were 35 posters in the education category. About 50% of the posters here were related to GP specialty training. Only two posters were on GP continuing professional development (CPD). The research section had 65 poster presentations, but only one on GP CPD.
Why is there such paucity in debate, analysis, and research into GP CPD? Are all pedagogical underpinnings of adult lifelong learning so firmly established as to make exploration in this area a fruitless venture? Have all avenues of critical enquiry into instructional strategies, learning quality, approach, methods, and evaluation been completely exhausted?
Current practice highlights the mechanics of the learning process. A learner will be considered fairly accomplished if they can independently decide on needs, goals, objectives, strategies, and reflection/evaluation of their learning. Even though this skill is laudable, in how many cases would a sequential mechanical process like this lead to higher critical thinking?
Critical thinking is vital because it facilitates a learner to think beyond that normal accepted knowledge framework, views, and biases.1 One could argue a GP who is performing poorly and lacks insight could still be a highly accomplished mechanical learner but would not stray beyond what he considers as ‘right’. However, critical thinking skills do not come naturally and need to be taught, facilitated, and nurtured.
Current seismic changes going through the NHS necessitates a critical review of existing CPD practices. There is much to be said about Brookfield’s penetrating insight into ‘hegemonic’ assumptions that ‘… seemed congenial but that actually work against our own best interests’.2
- © British Journal of General Practice 2011