***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Introduction : The United Kingdom 's pharmacy regulator contemplated using continuing professional development ( CPD ) in pharmacy revalidation in 2009 , simultaneously asking pharmacy professionals to demonstrate the value of their CPD by showing its relevance and impact . The idea of linking new CPD requirements with revalidation was yet to be explored . Our aim was to develop and vali date a framework to guide pharmacy professionals to select CPD activities that are relevant to their work and to produce a score sheet that would make it possible to quantify the impact and relevance of CPD . Methods : We adapted an existing risk matrix , producing a CPD framework consisting of relevance and impact matrices . Concepts underpinning the framework were refined through feedback from 5 pharmacist teacher‐practitioners . We then asked 7 pharmacists to rate the relevance of the framework 's individual elements on a 4‐point scale to determine content validity . We explored views about the framework through focus groups with 6 participants and interviews with 17 participants who had used it formally in a study . Results : The framework 's content validity index was 0.91 . Feedback about the framework related to 3 themes of penetrability of the framework , usefulness to completion of CPD , and advancement of CPD records for the purpose of revalidation . Discussion : The framework can help professionals better select CPD activities prospect ively , and makes assessment of CPD more objective by allowing quantification , which could be helpful for revalidation . We believe the framework could potentially help other health professionals with better management of their CPD irrespective of their field of practice BACKGROUND Continuing professional development ( CPD ) continues to gain acceptance as a model for health care professionals to engage in lifelong learning . Little is known about how CPD participants use the experience to develop learning plans and implement new knowledge into practice . OBJECTIVE The primary objective of this study was to evaluate the effectiveness of instruments design ed to guide the pharmacist through a CPD process to plan and participate in continuing professional education activities at a national meeting . METHODS The study was a case-control study of pharmacists r and omized from the participants of the 2010 American Pharmacists Association Annual Meeting . The test group ( n=47 ) was instructed to complete CPD planning worksheets design ed to facilitate planning of their continuing pharmacy education activities before the meeting . The control group ( n=58 ) did not have instructions beyond the meeting program . Both groups completed 3 surveys assessing components of the CPD processes : 1 before and 2 after the meeting . The surveys focused on confidence in abilities to identify , plan , and evaluate learning as well as implementation of practice change . RESULTS Nearly all the test groups reported successful application of learning ( 95 % ) and achieving their design ed learning plan ( 87 % ) . Practice changes were implemented in more than half ( 60 % ) of the test groups after using a CPD process to plan their learning activities . There were no significant differences among groups regarding the outcome measures . CONCLUSIONS Participants successfully used a CPD approach to meet their learning plans and achieve meaningful learning outcomes . Integration of CPD components into educational activities may help to promote practice change Objective . To determine whether a structured educational intervention would support pharmacists ' utilization of a continuing professional development ( CPD ) model compared to pharmacist control subjects . Methods . A prospect i ve , r and omized , observational case-control study of CPD was conducted in which pharmacists participated in several educational interventions , and study and control groups completed pre study and post study survey instruments . Results . Survey data from 57 pharmacists ( n = 28 study , n = 29 control ) were analyzed and significant outcomes from the CPD stages of reflect , plan , act , evaluate , and record were found between matched study subjects and study and control group comparisons . Conclusions . With appropriate training and support , pharmacists can utilize a CPD approach to their lifelong learning and professional development Background : The Institute of Medicine states that the new vision for continuing education ( CE ) for health-care professionals will be based on continuing professional development ( CPD ) ; however , information on the utility of CPD is lacking . Objective : To assess the effect of CPD , compared with that of traditional continuing pharmacy education ( CPE ) , on perceptions of factors related to pharmacy practice . Methods : This 10-month , nonblinded , r and omized controlled study recruited licensed pharmacists employed at a health maintenance organization ( HMO ) . After completing a basic CPD course , participants were r and omized to the intervention or control group . The control group was instructed to continue with traditional CPE . The intervention group participants completed 3 CPD workshops and were instructed to utilize the CPD approach for their learning needs . At baseline and follow-up , all participants completed a study question naire on perceptions of their pharmacy practice s. The outcome measures were comparisons on follow-up and changes from baseline to follow-up in responses to the study question naire . Results : One hundred pharmacists were enrolled . The intervention ( n = 44 , 7 lost to follow-up ) and control ( n = 47 , 2 lost to follow-up ) groups were similar at baseline . At follow-up , a higher percentage of intervention participants reported that they had better interactions with other health-care providers ( always/frequently 32 % vs 6 % , respectively ) and initiated practice /work changes ( always/frequently 21 % vs 0 % , respectively ) ( both p < 0.01 ) as a result of their education activities . Compared with control participants at follow-up , intervention participants reported that their education activities improved patient care changes ( 46 % vs 23 % ) , professional knowledge ( 34 % vs 6 % ) , skills ( 48 % vs 17 % ) , and attitudes/values ( 43 % to 11 % ) ( all p < 0.05 ) . However , intervention participants reported more often that time was a barrier to completing education activities ( 75 % vs 32 % , p < 0.001 ) . Conclusions : Pharmacists who participated in CPD reported more often that their perceptions of various aspects of their pharmacy practice improved as a result of their education activities compared with pharmacists who participated in traditional CPE OBJECTIVES To explore factors associated with Scottish pharmacists ' views and attitudes to continuing professional development ( CPD ) . METHODS A retrospective principal component analysis of 552 ( 22.8 % ) question naires returned from a sample of 2420 Scottish pharmacists r and omly selected from the 4300 pharmacists registered with the Royal Pharmaceutical Society of Great Britain and with a Scottish address . KEY FINDINGS Principal component analysis of question naire items ( n = 19 ) revealed four factors associated with Scottish pharmacists ' views and attitudes to CPD  : having positive support in the workplace , having access to re sources and meeting learning needs , having confidence in the CPD process and motivation to participate in the CPD process . Community pharmacists were identified as the subgroup of pharmacists that needed most support for CPD regarding all four factors , while pharmacists working in primary care felt that they had most support in the workplace in comparison to other sectors ( P < 0.05 ) and better access to re sources and meeting learning needs when compared to community ( P < 0.001 ) and hospital ( P = 0.008 ) colleagues . Pharmacists working in primary care also felt more motivated to participate in the CPD process than those in the community ( P < 0.001 ) , and hospital pharmacists reported having more confidence in the CPD process compared to community pharmacists ( P < 0.05 ) . CONCLUSION Using principal component analysis has identified four factors associated with Scottish pharmacists ' views and attitudes to CPD . This may provide an approach to facilitate comparison of CPD views and attitudes with intra and inter professional groupings . Further study may allow identification of good practice and solutions to common CPD issues Background Contemporary pharmaceutical care requires sustained pharmacist competency through maintenance and improvement of knowledge , skills , and performance . Existing continuing education ( CE ) models reflect a wide spectrum of international approaches to life-long learning . Objective The objective of this study was to determine CE preferences of pharmacists in Egypt before implementing a plan for compulsory annual CE activities and events for licensure renewal . Setting A question naire containing questions about continuing education needs and preferences of Egyptian pharmacists was distributed to 400 pharmacies in Cairo . The sample was drawn r and omly from the address list in yellow pages . The survey was conducted by personal interview . Method The question naire was design ed and vali date d. Questions were divided into specific domains of interest including pharmacist demographics ; access to internet re sources ; frequency and characteristics of past CE activities ; preferences for delivery and content ; motivation to participation ; and plans for future CE activities . All data analyses were conducted using SPSS for Windows version 18.0 . All statistical tests were 2-tailed and based on a significance level of p value ≤ 0.05 . Results During the six months of question naire distribution , 400 pharmacists ( one from each r and omly selected pharmacies ) were asked to complete the question naire . The response rate was 359 out of 400 pharmacists ( 89.75 % ) . Twenty three percent of respondents had held their highest pharmacy degree to practice for less than 5 years and 19 % had obtained their initial degree more than 15 years ago . More than half of the respondents were female ( 53.3 % ) . Topics related to therapeutics were of highest interest to 85.3 % , closely followed by clinical skills topics . Pharmacists working in community pharmacies had attended less CE events ( 15 vs. 28 % , p = 0.034 within the past 2 years ) when compared to their hospital-based counterparts . Conversely , hospital pharmacists generally reported less satisfaction with current CE ( 21 vs. 33 % , p = 0.021 ) . Conclusion Respondents of the survey expressed enthusiasm towards CE activity , but cited common barriers to participation , as well , such as employer- and technology-based obstacles . These results confirm that features of a successful CE program must be flexible to meet preferences and perceived needs of Egyptian pharmacists 
    Output:
    
Due to the variety of formats and no consistent model , no perfect model or activity has been identified .
However , CPD showed increased practice outcomes  versus CE .
Although an increasing amount of technology is being utilized , face-to-face learning is still preferred .