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Introduction: Continuing Medical Education (CME) / Continuing Professional Development (CPD) is in fact the longest part of the whole continuum of medical education. In many countries CME/CPD is steered by accreditation of the specific events and programs offered and linked to the re-certification/re-licencing of the individual doctors. The purpose of the whole process of CME/CPD in General Practice/Family Medicine (GP/FM), its accreditation and re-certification is to assure the best possible practices for primary medical care: to make sure that when a citizen (healthy or not) visits a general practitioner, he will have easy access and get up-to-date care in a professional and humanistic context. Main objective of workshop: To explore and disseminate information about the situation in European countries concerning: the accreditation of the CME/CPD events and programs in GP/FM and the re-certification/re-licencing procedures for general practitioners. Methods of work: - Presentation of first results of a study by questionnaire within EURACT Council on the situation of accreditation in CME/CPD in GP/FM and on re-certification / re-licensing in Europe. - Exploring and exchanging personal experiences in different countries in small groups and finding conclusions based on these experiences. Questions to be discussed: Accreditation and re-certification rules and procedures in different countries? Relationship between CME/CPD and re-certification? How the individual educational needs can be fulfilled within the re-certification process? What is the role of peers? What is the role of governmental and university instances? Who should and could finance the procedure? How to collect the evidence? What are the quality assurance criteria?

Research indicates that traditional CME is not effective in changing performance. Multifaceted interventions are needed to change performance. The progressively growing medical knowledge and changing demands on the society form an ethical obligation for all doctors to update there knowledge and skills, but also to perform in practice according to what they have learned. Traditional CME has to be enriched with assessment of one’s own work and practice performance to identify the real learning needs, a concrete learning plan has to be formed and followed to achieve continuous professional development. A desired change in performance is the objective of any learning process. The EURACT CME/CPD –Committee (Continuing Medical Education/Continuous Professional Development) has developed this model workshop. Participants first identify their learning needs in practice using qualitative tools, make their own learning agenda and develop a concrete plan for learning, reviewed by colleagues. As tools in this workshop we will use consultation diary, self-reflection of competence using position mapping and significant event analysis, As a result of this workshop, the participants will understand some basic concepts of continuing professional development, as planned and peer-reviewed learning agenda based on identified learning needs. They will be able to use the introduced tools and methods in their own practice and in the training of others.

Continuing Professional Development (CPD) is the longest and an interesting part of the continuum of medical education. In many countries CPD is combined with accreditation and re-licensing procedures. The purpose of the process is to assure the best possible practices for public health: that when a citizen (healthy or not) visits a general practitioner, it is assured they he will have access and get up-to-date care. The main objective of the workshop is to explore and disseminate information about the situation about CPD, accreditation, licensing and re-licensing procedures in European countries. The methods of work will be that of exploring experiences in small groups. The following questions are expected to be discussed: Accreditation and re-licensing procedures in use? Are CPD and re-licensing related? How educational needs are fulfilled within the re-licensing procedures? How to guarantee learning and change in performance instead of picking up the points? What is a role of peers? What is a role of governmental and university instances? How to collect evidence? Who should be responsible? Who should and could finance the procedure? How often it should be done? What are the quality criteria? What, if an individual GP fails to meet the standards? A composition of the workshop: 1. Introduction: definition of the used terms, objectives and the methods of work ; 2. Overview of the known European situation – Eexamples of European countries ; 3. Small group work - AIM: formulate an ideal system of CPD, accreditation, re-licensing ; 4. Plenary – small groups presentations ; 5. Evaluation of the workshop

Research indicates that traditional CME is not effective in changing performance. Multifaceted interventions are needed to change performance. The progressively growing medical knowledge and changing demands on the society form an ethical obligation for all doctors to update there knowledge and skills, but also to perform in practice according to what they have learned. Traditional CME has to be enriched with assessment of one’s own work and practice performance to identify the real learning needs, a concrete learning plan has to be formed and followed to achieve continuous professional development. A desired change in performance is the objective of any learning process. The EURACT CME/CPD –Committee (Continuing Medical Education/Continuous Professional Development) has developed this model workshop. Participants first identify their learning needs in practice using qualitative tools, make their own learning agenda and develop a concrete plan for learning, reviewed by colleagues. As tools in this workshop we will use consultation diary, self-reflection of competence using position mapping and significant event analysis, As a result of this workshop, the participants will understand some basic concepts of continuing professional development, as planned and peer-reviewed learning agenda based on identified learning needs. They will be able to use the introduced tools and methods in their own practice and in the training of others.