An improvement-orientated evaluation of continuing medical education programmes in South Africa

English: This study focuses on the improvement-orientated evaluation of Continuing Professional Development programmes for physicians in South Africa. The Medical Schools of Cape Town, Bloemfontein and Pretoria were used as sites for data collection in this investigation. Theoretical aspects of what mandatory CPD in South Africa involves, as well as factors that influence effective teaching and learning methods to bring about change are provided. Improvement-orientated perspectives were obtained on the impact that teaching facilitating skills have on adult learning and behavioural changes in medical practice, with a view to better patient care. This aims at presenting the strengths and weaknesses of the mandatory CPD system and the effect it has on physicians and their medical practices. The South African system, since implementation in 1999 to date, is outlined with a view to establishing how the implementation affected physicians and their medical practice. Presenters of CPD programmes were also included in the investigation to establish their knowledge on and training in facilitation skills. This was included in the study, since adult learning as well as presentation methods have an effect on the meaningful learning that occurs during a CPD programme. The multi-method approach was undertaken to provide an in-depth study of the strengths and weaknesses of the current mandatory CPD system that was implemented in South Africa in 1999. Both the qualitative and quantitative research methods were employed to determine the implications of adult learning and facilitation methods and the related knowledge of presenters of these programmes on CPD. Questionnaires were used to reach CPD programmes presented at three different Medical Schools in South Africa. The results of the questionnaire survey were accumulated and assumptions were made about the strengths and weaknesses of the system, based on the findings and statistical valuations. Open-ended questions included in the questionnaires gave the researcher the opportunity to prompt respondents to express their feelings, attitudes, perceptions, expectations and frustrations with regard to CPD programmes as well as the CPD system. Furthermore, it presented an opportunity for them (responding physicians) to make recommendations on the improvement of the current CPD system and programmes in South Africa. The amassed literature served as a framework and as a premise for the empirical research. It indicated strengths and weaknesses of the system and how these factors affect physicians’ satisfaction during the period of gathering points for reregistration purposes. The research undertaking was not just to benefit the student in obtaining a degree, but is aimed at contributing meaningfully to the improvement of the system, particularly with regard to presentation skills to enhance learning, and the outcomes of programme, namely the improvement of patient care. The recommendations presented in the final chapter serve as a basis that the HPCSA and presenters of CPD programmes could use to improve physicians’ satisfaction, and to add to the successful implementation of mandatory CPD in South Africa. The study also reveals that the implementation of a mandatory system before the necessary administrative systems are in place and the programme presenters had acquired the appropriate presentation and facilitation skills, has proved unsatisfactory to physicians who are legally obliged to participate.