CPD Framework Table – CPD Activities
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Description
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CPD Activities
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Credit Rating
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Supporting Documentation Requirements
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Category 1 - Accredited Group Learning Activities
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Activities that have been deemed to meet a set of administrative, educational and ethical standards established by the Qatar council for healthcare practitioners (QCHP-AD)
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- Conferences, symposia, seminars and workshops
- Educational rounds (including morning report in healthcare facilities, Grand rounds, Morbidity and Mortality rounds, tumor boards and case-based discussions).
- Journal clubs
- Online synchronous OR blended learning activities
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1 credit/hour
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Certificate of attendance or letter describing the total hours / credits completion from the responsible organization
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Category 2 - Self-Directed Learning Activities
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Clinical Practice
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Self-learning activities are planned and implemented by a health care practitioner to:
address needs related to clinical practice
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- Answering self-identified clinical questions
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0.5 credits/hour
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Document these self-learning activities in the CPD portfolio or (where applicable) the provision of a transcript from a third party
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- Reading journals, books or monographs
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1 credit/hour
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- Completing self-learning modules
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1 credit/hour
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- Viewing podcasts or webcasts
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0.5 credits/hour
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Education and Training
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address needs related to engaging in education and training
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- Postgraduate degrees or diploma programs recognized by a relevant professional body
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25 credits/ semester or course
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Transcript of the course from the responsible organization
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- Preparation for formal teaching activities
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2 credits/hour
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Teaching schedule from the responsible organization or academic institution
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- Development of assessment tools or activities (including Objective Structured Clinical Examination (OSCE), MCQ or short answer questions)
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2 credits/hour
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Letter describing participation in the development of assessment tools or activities from the responsible organization
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- Preparation for Mentoring students, trainees, or peers
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1 credit/hour
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Letter from the responsible organization
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Research and Improvement
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address needs related to engaging in research and quality improvement
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- Development of a research grant or peer- reviewed publication
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1 credit/hour
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Letter of acceptance of a grant or publication or letter of participation in peer review or participation in CQI from the organization, journal or healthcare facility
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- Peer review of a clinical practice
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1 credit/hour
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- Peer review for journals or research grants
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1 credit/hour
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- Participating in or leading quality improvement projects
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10 credits/project
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Category 3 - Assessment Activities
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Activities provide individual, or groups of healthcare practitioners, or inter-professional health teams, with data and feedback on their knowledge, competence or performance. All accredited assessment programs, activities, or
instruments must meet the standards
established by the QCHP-AD.
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Accredited Assessment
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- Knowledge assessment programs
- Simulation
- Clinical audits
- Multi-source feedback
- Direct observation of procedures or performance in practice
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2 credits/hour
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Certificate, letter or report of completion or participation from the responsible organization
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Other Assessment
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- Feedback from annual performance review
- Feedback on teaching effectiveness
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2 credits/hour
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Summary of the feedback from the responsible organization
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Formats of the above-mentioned categories could be either face-to-face or online whenever applicable.
Healthcare practitioners must complete and document in a CPD learning portfolio:
- a minimum of 40 CPD credits each year (annual CPD requirements)
- at least 40 credits in Category 1 and 40 credits across Category 2 and/or Category 3, in any combination (category-specific CPD cycle requirements)
- a minimum of 80 CPD credits over each 2-year CPD cycle (CPD cycle requirements)
For further details, contact:
P.O. Box 7744, Tel:+974 44070331, Email:
AccreditationDepartmentQCHP@moph.gov.qa
Website:http://www.qchp.org.qa
DEFINITIONS O F CPD CATE GO RIES
Category 1
Group learning is an important professional development activity for healthcare practitioners practicing in the
State of Qatar. Group learning provides an opportunity to confirm or expand areas of knowledge or practice management, to identify potential new therapies or approaches for practice, and to share practice issues or experiences with peers. They include live, face-to-face conferences, symposia, seminar and/or workshop, online synchronous group learning activity and blended group learning activity. Group Learning has been included within Category 1 – Group Learning of the Department of Healthcare Professions – Accreditation Section (DHP-AS).
Category 2
These are self-directed learning activities contributed to clinical practice, education and research. These include a range of activities including reading journals, completing self-learning modules, undertaking postgraduate degree
courses, preparation for teaching or mentoring, quality improvement activity, research and publications. Evidence or endorsement of category 2 activities should be produced for the award of appropriate CPD credits.
Category 3
These are assessment activities that provide individual, or groups of healthcare practitioners, or inter-professional health teams, with data and feedback on their knowledge, competence or performance. All accredited assessment
programs, activities, or instruments must meet the standards established by the DHP-AS. Category 3 activities include:
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Direct observation of clinical or procedural skills is an important process in providing individual healthcare practitioners direct feedback of how their performance aligns with established standards. Direct observation assessment instruments measure current performance against established standards and provide opportunities for feedback to identify areas where performance meets or exceeds expectations and areas where improvement is either desirable or helpful to improve the outcomes for patients.
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Clinical audit activities provide a process for data collection and provision of feedback to individual healthcare practitioners, groups of healthcare practitioners or inter-professional healthcare teams related to how their performance aligns with established practice standards. Clinical audit activities measure current performance against established measures and the feedback provided facilitates the identification of areas where performance meets or exceeds expectations and areas where improvement is either desirable or helpful to improve the outcomes for patients.
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Knowledge assessment programs are designed to assess knowledge or the application of knowledge in specific areas, topics or domains. Knowledge assessment programs use structured formats, such as multiple-choice or short-answer questions, that may include a clinical scenario, and require participants to select the appropriate response. Participants receive feedback on the answers they selected to provide opportunities to identify areas for improvement and future learning.
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Multisource feedback (MSF), or 360-degree evaluation, is a questionnaire-based assessment method in which peers, patients, and colleagues or co-workers provide ratings on key performance behaviors. MSF assessments can generate reliable data with a reasonable number of respondents and research has shown that participants will use the feedback to contemplate and initiate changes in practice. MSF tools are particularly helpful to assess interpersonal, communication, professionalism, or teamwork behaviors.
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Simulation activities are designed to reflect real life situations to enable participants to demonstrate and receive feedback on their clinical reasoning, communication, situational awareness, problem solving and (where applicable) their ability to collaborate and work effectively within a healthcare team. Simulation activities reflect a range of options including role playing, use of standardized patients, task trainers, virtual simulation, haptic simulation, theatre simulation or hybrids of any of these examples.
