2012 OPEN FORUM Abstracts
WHATS IN YOUR EDUCATIONAL PORTFOLIO? AN IMPLEMENTATION OF CONTINUING PROFESSIONAL DEVELOPMENT MODEL.
Kimberly A. Heimburg, Christine Ketz, Joanne Nicks, Ronald Dechert, Kenneth Bandy; Respiratory Care, C.S. Mott Childrens Hospital, Ann Arbor, MI
Staff development and ongoing continuing education are an important aspects for all medical professionals. Professional development through ongoing education, provides both enhancement in clinical services and promotes staff satisfaction and retention. Historically, Respiratory Care departments have struggled to develop programs that are both time and cost efficient while being flexible to accommodate individual learning styles. To better meet the continuing education needs of our staff, we developed a multifaceted Continuous Professional Development (CPD) program which supports educational development through individualized learning modules. Methods: Respiratory Care educational leadership at the University of Michigan Medical Center developed a multifaceted, modular program approach to ongoing staff educational competencies. That original program was modified to meet the needs of the Pediatric Respiratory Care department at C.S. Mott Childrens Hospital (UMHS). Staff implementation took place in the fall of 2010. Results: Survey of staff satisfaction was conducted after 8 months of operation (Year 1) and again 12 months later (Year 2) to determine ongoing satisfaction. The comparative results for staff survey responses (Year 1 compared to Year 2) are presented in Figure 1. Conclusions: Survey results demonstrate a substantial reduction in staff satisfaction with this educational model between Year 1 and Year 2. Several factors have been identified which may have contributed to the decrease in staff satisfaction. Most significant of those factors may have been related to the following: 1) Opening of new Childrens hospital 2) Hiring of 45 new staff over past 12 months Sponsored Research - None Scoring in each category is based on a linear scale ranging from 1 (low) to 10 (high). Values for Year 1 and Year 2 represent median responses per category.