Undergraduate degrees generally provide foundational knowledge that students build upon by experience and discovery of new information. In the following sections, I would like to explore why mandated continuing education (CE) is a viable option by considering the work of Landers, McWhorter, Krum, and Glovinsky (2005).
Landers et al. (2005) noted their study that indicated physical therapists are intrinsically motivated to pursue CE with, or without, mandatory CE requirements. Although the aforementioned proclivities of the physical therapists are reassuring, it does not account for physical therapists that do not pursue CE. Landers et al. (2005) cited that up to 10.8% of physical therapists do not attend CE. Of particular interest was the possibility that physical therapists might be pursuing education by different means (i.e., self study, mentorship). Although such methods of learning are beneficial, they can lack formality and may be difficult to officially report and document (Landers et al., 2005).
Landers et al. (2005) also reported that the intrinsically motivated nature of physical therapists might not be a universal trend found within other professions and disciplines (i.e., exercise professionals). Landers et al. (2005) cited a study of nursing CE as an example. The authors noted that the least educationally prepared nurses were also the same professionals who often refused to participate in CE (Landers et al., 2005). This is a significant finding, as it questions whether all nurses are being exposed to newer, and clinically relevant, information within their field.
Considering that some professionals are highly motivated to pursue CE while others are not, an argument can be made to have a system or policy that officially mandates minimum CE requirements. The lack of complete homogeneity within, and between, professions begs the development of a program that attempts to set standards and guidelines to which professionals conduct themselves by. Additionally, setting CE standards would help filter out those individuals unwilling and uninterested to commit to the aforementioned CE guidelines.
Although setting such standards does not guarantee absolute competence, it at least makes a well-intentioned step in the right direction. There also exists the question of perception; how would the public view a profession that had complete disregard for holding professionals to high standards? How would the public feel about spending money and placing their health/lives in the hands of a poorly educated professional? What would be the long term and widespread ramifications if standards slowly decayed beneath a profession? Would it become the initial steps towards professional extinction? I submit that the aforementioned questions might be considered and weighed when choosing to enforce, or not enforce, CE in a profession.
In conclusion, CE exists as a platform for professionals to learn and grow. Although imperfect, CE does act as a first step in developing higher standards while demanding professional accountability. CE, in conjunction with clinical experience, helps professionals better deliver services in a manner intended to improve efficaciousness and safety. Thus, such systems and policies serve to protect the client, and the credibility and perception of healthcare professionals.
References
Landers, M. R., McWhorter, J. W., Krum, L. L., & Glovinsky, D. (2005). Mandatory continuing education in physical therapy: Survey of physical therapists in states with and states without a mandate. Physical Therapy, 85(9), 861-871.
-Michael McIsaac