Institutional Barriers to Continuous Professional Development (CPD) Programs

Institutional Barriers to CPD Programs

  • Maaz Ahmad Demonstrator, Department of Oral Biology, Sharif College of Dentistry, Lahore.
  • Laraib Qamar Senior Demonstrator, School of Health Professions Education, CMH LMC & IOD, Lahore.
  • H.M. Owais Nasim Assistant Professor, Science of Dental Materials, CMH LMC & IOD, Lahore
  • Rab Nawaz Lodhi Associate Professor, Hailey College of Commerce, University of the Punjab, Lahore
  • Usman Ashraf Assistant Professor, Science of Dental Materials, CMH LMC & IOD, Lahore
  • Saeed Shafi Professor, Department of Anatomy, Shifa Tameer e Millat University, Lahore
Keywords: Healthcare, Continuing Medical Education, Leadership, Academic training, Institutional barriers

Abstract

Abstract

BACKGROUND AND OBJECTIVE: Continuous Professional Development (CPD) Programs aim to support the career progression of faculty members by leveraging their professional experiences, theoretical knowledge, research, and professionalism with colleagues. These programs enhance skills, knowledge, and competencies throughout a faculty career. However, institutional barriers such as heavy workloads and limited resources can hinder the effectiveness of CPD programs. Faculty training enables them to address concerns, be aware of their teaching assumptions, and foster a positive educational environment. It requires reflection, openness to new ideas, and intellectual work for professional growth. This study’s objective was to determine the frequencies of Institutional Barriers faced by faculty to Continuous Professional Development (CPD) Programs.

METHODOLOGY:

In this research, we used an observational study design. Purposive sampling was employed to collect the responses. A total of 229 participants responded. Data were entered and analyzed using IBM SPSS version 26 software. A pilot study was conducted to measure reliability. Frequencies were measured, and associations between categorical variables were determined using the Pearson Chi-Square Test.

RESULTS:

Significant associations of almost all the identified institutional barriers were observed with academic positions whereas the majority of the barriers demonstrated no association with gender and specialty.

CONCLUSION:

Academic position is the most important factor identified in our study, showing strong associations with almost all the institutional barriers studied. By creating a supportive environment and promoting continuous learning, institutions can empower faculty members to engage in CPD activities and enhance their professional development.

Published
2024-08-24
How to Cite
Ahmad, M., Laraib Qamar, H.M. Owais Nasim, Rab Nawaz Lodhi, Usman Ashraf, & Saeed Shafi. (2024). Institutional Barriers to Continuous Professional Development (CPD) Programs. Journal of University Medical & Dental College, 15(3), 878-883. https://doi.org/10.37723/jumdc.v15i3.896
Section
Original Article