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Journal articles on the topic 'CPD (Continuing Professional Development)'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Gathara, Peter Mugo. "Continuing Professional Development." Msingi Journal 1, no. 1 (February 8, 2019): 1–17. http://dx.doi.org/10.33886/mj.v1i1.91.

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The objective of this study was to explore and analyse provision of information to secondary school teachers’ in their endeavour to participate in Continuing Professional Development (CPD). In the current educational era, the trial and error teaching, and take it or leave it professional development programmes are no longer acceptable. In this respect, teacher training entails more than the mastery of certain practical knowledge, pedagogical skills, and techniques. Therefore, CPD plays an important role in teacher development geared towards classroom improvement. This paper highlights the need for secondary school teachers to be provided with information about CPD. This is significant in that CPD is hoped to provide a basis for teacher professional improvement discussion in Kirinyaga County. CPD will lead to constructive discussions by appropriate education experts in Kenya on vital professional development challenges that involve provision of information. Hopefully, CPD would stimulate educational research geared towards secondary school teacher improvement. The methodology used entailed a mixed method study design that involved analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. A vertical case study method was used in sampling of twelve secondary schools in Kirinyaga County. The sampled schools were further subjected to a survey method where questionnaires were administered to teachers while six others were subjected to an in-depth case study involving teachers and principals. In the schools where case study was used, data was collected using in-depth interviews with principals and teachers. Teachers were further subjected to Focus Group Discussions (FGDs). The data collected was analysed qualitatively, though quantitative data was used for clarification where it was found necessary. The study found out that there is disparity on information provision from the different groups of people expected to provide critical information to teachers. Teachers need to be provided with information on CPD so that they can improve their professional status geared to classroom practices. The limitation of this study is that the findings could not be generalized to other schools and regions within the country without modification.

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Demirel, E. "Continuing Professional Development for Mariners." Scientific Bulletin of Naval Academy XXIV, no. 2 (December 15, 2021): 177–95. http://dx.doi.org/10.21279/1454-864x-21-i2-018.

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Continuing Professional Development (CPD) is now a part of our life in exponentially changing posture of the world. We are living in disrupted development which requires to adopt new technologies in our profession as well as to support emerging new professions. It is important for professionals to keep up with technologic developments and enable themselves to adopt challenging requirements. All the leading parties of maritime industry should understand and evaluate the future of the maritime business and advice the Maritime Education and Training (MET) and research institutes to prepare CPD programmes for mariners. More important the maritime industry should decide their requirement for CPD and manage themselves to get benefit from the CPD to secure their business ensuring their employers’ career development to adapt to challenging requirements. The purpose of this research is to evaluate what kind of initiatives should be started to achieve a reliable and sustainable CPD system for mariners as well as encouraging them to get benefit from CPD programmes. As a continuation of this investigation, possible CPD providers and suitable delivery methods for mariners will be defined. This paper argues for a more realistic approach for CPD for mariners who have very limited access to regular education opportunities due to nature of their job at sea. A detailed literature has been conducted to understand CPD concept and applications supported with a survey conducted with respective persons in the industry to realize the facts which directly affecting CPD opportunities for people working in the shipping industry. We review related data to evaluate how we can develop an effective and reliable CPD system considering existing limitations. Herein lies the contribution of this paper; it is argued that how we can assist the mariners providing them a practical CPD system and meet the new requirements which sector needs under the pressure of rapidly changing technology and its effects on the professions. This is an initial study and results of this study may be used by other researchers who will make further studies on the facilitation of CPD.

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Ashurst, Adrian. "Continuing professional development: undertaking CPD." Nursing and Residential Care 19, no. 7 (July 2, 2017): 414–15. http://dx.doi.org/10.12968/nrec.2017.19.7.414.

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McLean, Glenda. "Continuing professional development (CPD) test." Sonography 3, no. 3 (September 2016): 117–18. http://dx.doi.org/10.1002/sono.12070.

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Halabi, Abdel Karim, and Mohammad Salahuddin Chowdhury. "Bangladesh accountants and Continuing Professional Development." Journal of Accounting in Emerging Economies 8, no. 4 (November 5, 2018): 514–26. http://dx.doi.org/10.1108/jaee-12-2017-0123.

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Purpose The purpose of this paper is to examine professional accountant’s views on their satisfaction with Continuing Professional Development (CPD) offered by members of the Institute of Chartered Accountants of Bangladesh (ICAB). While there is a great deal of research on CPD and accountants in developed countries, less developing countries are absent from this literature, and there have been calls for this type of research. Design/methodology/approach The present study employed a survey of members of the ICAB. Findings Results show that accountants in Bangladesh are satisfied with the CPD provided by their profession, and when satisfaction is compared with more developed countries, Bangladesh is greater on a number of measures. ICAB members would like to also be provided with opportunities to undertake CPD in more ways than just face to face. Practical implications The study has important implications not only for accountants from emerging economies such as Bangladesh, but also for the International Federation of Accountants and other less developed countries (LDCs). The results advance the understanding of professional accounting bodies from an international perspective. Originality/value This is the first study of CPD and accounting professionals in LDCs. The information obtained can inform the development and practice of other professional accounting bodies in emerging economies.

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Newby, David. "What direction for Continuing Professional Development?" Psychiatric Bulletin 23, no. 8 (August 1999): 490–93. http://dx.doi.org/10.1192/pb.23.8.490.

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Aims and methodsA questionnaire survey of attitudes to Continuing Professional Development (CPD) was addressed to all 58 non-training grade psychiatrists working in a large teaching community mental health trust. Ninety-three per cent provided responses. Views were sought on the value of various teaching methods, how CPD should be organised, what barriers to participation colleagues encounter and whether CPD should be made mandatory.ResultsThese showed strong support for the personal study element of CPD, indicated the range of other teaching modalities used by practitioners including industry supported symposia and found a significant majority in favour of making CPD mandatory. Pressure of time was the main obstacle to participation for most.Clinical implicationsThe survey provides pointers for the key Issues which are likely to affect the readiness of practitioners to participate in CPD, as well as informing decisions on the type of ongoing educational activity that psychiatrists see as relevant.

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Morgan, Gethin. "Continuing Professional Development." Psychiatric Bulletin 22, no. 5 (May 1998): 330–31. http://dx.doi.org/10.1192/pb.22.5.330.

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Soon after I retired from my clinical academic post I agreed to become Director of Continuing Professional Development (CPD) for a period of two years, in the hope that I might be able to play a part in ensuring that it becomes firmly established and accepted by psychiatrists as a whole. Having now completed one year as Director, it is gratifying to find the scheme accepted by so many. Nevertheless, I need to discuss what is perhaps the most pressing of all problems which I face. It concerns the various difficulties which have impeded full recruitment into the scheme.

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Aprianti, Fitri, Eline Rozaliya Winarto, and Dila Charisma. "EFL Teachers’ Approaches for Continuing Professional Development." ELLITE: Journal of English Language, Literature, and Teaching 6, no. 1 (June 27, 2021): 40–45. http://dx.doi.org/10.32528/ellite.v6i1.5076.

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Continuing professional development (CPD) is imperative for teachers. English language teachers are not exceptions. In continuing their professional development, teachers actually have flexibility to choose either training or self-directed CPD approach. Therefore, it is assumed that depending on the gender and the career developmental stage that they are in, teachers may choose different CPD approach. Thus, this study was aimed to see the relationship between teachers’ career developmental stage, gender and their selection of CPD approaches. In order to achieve that, this study employed descriptive quantitative approach. The participant involved were 54 EFL teachers in Majalengka, West Java. The data were collected by using questionnaires. Chi-square was used in order to test the three hypotheses. The result revealed that the teachers mainly showed positive comments on CPD. Furthermore, it was found that there was a significant relationship between the teachers’ career developmental stages and CPD approaches. On the other hand, the findings signified that there was no relationship between gender of the teachers and their CPD approaches. As the recommendation it is expected that the teachers could maintain and regulate their commitment on continuing professional development. In addition, the government, especially the Indonesian Ministry of Education and Culture is also expected to provide wider variety of professional development approaches so as to bridge the diverse preferences for continuing professional development (CPD) of the teachers in Indonesian setting.

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Khan, A. Whohab. "Continuing Professional Development (CPD); What should we do?" Bangladesh Journal of Medical Education 1, no. 1 (December 6, 2012): 37–44. http://dx.doi.org/10.3329/bjme.v1i1.12857.

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Patient and the general people expect that doctors remain up-to-date and professionally competent. The formal undergraduate and postgraduate education and training are conducted to bring a behavioral change in a medical practitioner to meet that expectation. The rate and magnitude of change in medical science is such that the contents of text books are not sufficiently up-to-date rather somewhat out of date at the time of publication. CME is continuing education in knowledge and skill of medical practice through which doctors will remain up-to date. Due to rapid changes in health care delivery system; health professionals needs to transform from a continuing education (CME) to a continuous professional development (CPD) model so that they remain up-to-date in their knowledge and competency in total care. CPD is a broader concept for continuing development of multifaceted competencies inherent in medical practice including medical, managerial, social and personal subjects which are needed for high quality professional performance in modern health care delivery system. CPD is complementary to formal undergraduate and postgraduate education; completing the educational trilogy. Undergraduate and postgraduate medical education is regulated by specific rules and regulation but CPD is the process where the responsibility rests on professionals and individual doctor. People expect what is best rather than what is right for a particular situation and for that level; professional competence should be combined with improvisation and general oversight. That is why, all over the world the concept of CPD is emerging and developing as a dynamic educational process to improve and upgrade ones professional performance. As a part of the global resident we should be familiar to cope with and should be trying to contribute in these progress and development. This article will help us to initial understanding and formulating an approach to that. DOI: http://dx.doi.org/10.3329/bjme.v1i1.12857 Bangladesh Journal of Medical Education Vol.1(1) 2010 pp.37-44

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Laugharne, Katie, and Chris Price. "2.1 Continuing Professional Development (CPD) Strategy." Education for Primary Care 20, sup1 (January 2009): 223–27. http://dx.doi.org/10.1080/14739879.2009.11493852.

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Noon, Patrick. "CPD: Professional Development – Continuing and Compulsory?" Librarian Career Development 2, no. 4 (December 1994): 4–8. http://dx.doi.org/10.1108/09680819410073202.

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Charlton, R. "Continuing professional development (CPD) and training." BMJ 323, no. 7309 (August 18, 2001): 2. http://dx.doi.org/10.1136/bmj.323.7309.s2-7309.

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Baumgartner, Jennifer, Catriona Bradley, Bronwyn Clark, Colleen Janes, Elizabeth Johnstone, Michael Rouse, and Arthur Whetstone. "Global Forum on Quality Assurance in CE/CPD: Assuring Quality across Boundaries." Pharmacy 8, no. 3 (July 9, 2020): 114. http://dx.doi.org/10.3390/pharmacy8030114.

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As a result of the globalization of access and provision of continuing education and continuing professional development (CE/CPD), the national CE/CPD accreditation organizations of Australia, Canada, Ireland, New Zealand, South Africa, United Kingdom and United States formed the Global Forum on Quality Assurance of Continuing Education and Continuing Professional Development (GFQACE) to investigate and develop means of recognizing CE/CPD across boundaries. Two priorities were identified at their first meeting in 2016: (1) the development of an accreditation framework and (2) the identification of models and approaches to mutual recognition. The GFQACE approved an accreditation framework and facilitated review approach to mutual recognition in 2018 and is currently working on implementation guides. As background to the work of the GFQACE, this article provides a brief history of continuing education (CE) and continuing professional development (CPD) and discusses the value and benefits of CE/CPD to professional development of pharmacy professionals, innovation of pharmacy practice and the provision of quality patient care. Due to the essential role of CE/CPD accreditation in enabling recognition across boundaries, the nature and role of accreditation in defining, assuring and driving quality CE/CPD is described. Four conclusions regarding the broad sharing of perceptions of quality CE/CPD, the potential for expansion of the GFQACE and the benefits to pharmacy professionals, providers and pharmacy practice are discussed.

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Karas, Marek, Nik J. L. Sheen, Rachel V. North, Barbara Ryan, and Alison Bullock. "Continuing professional development requirements for UK health professionals: a scoping review." BMJ Open 10, no. 3 (March 2020): e032781. http://dx.doi.org/10.1136/bmjopen-2019-032781.

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ObjectivesThis paper sets out to establish the numbers and titles of regulated healthcare professionals in the UK and uses a review of how continuing professional development (CPD) for health professionals is described internationally to characterise the postqualification training required of UK professions by their regulators. It compares these standards across the professions and considers them against the best practice evidence and current definitions of CPD.DesignA scoping review.Search strategyWe conducted a search of UK health and social care regulators’ websites to establish a list of regulated professional titles, obtain numbers of registrants and identify documents detailing CPD policy. We searched Applied Social Sciences Index and Abstracs (ASSIA), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline, EMCare and Scopus Life Sciences, Health Sciences, Physical Sciences and Social Sciences & Humanities databases to identify a list of common features used to describe CPD systems internationally and these were used to organise the review of CPD requirements for each profession.ResultsCPD is now mandatory for the approximately 1.5 million individuals registered to work under 32 regulated titles in the UK. Eight of the nine regulators do not mandate modes of CPD and there is little requirement to conduct interprofessional CPD. Overall 81% of those registered are required to engage in some form of reflection on their learning but only 35% are required to use a personal development plan while 26% have no requirement to engage in peer-to-peer learning.ConclusionsOur review highlights the wide variation in the required characteristics of CPD being undertaken by UK health professionals and raises the possibility that CPD schemes are not fully incorporating the best practice.

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Taylor, David. "Emotional factors and continuing professional development." Advances in Psychiatric Treatment 7, no. 1 (January 2001): 9–15. http://dx.doi.org/10.1192/apt.7.1.9.

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It is obvious that learning is an essential part of all successful educational processes, including continuing professional development (CPD). Yet learning can be hard work, especially for the mature adult, and being able to recognise the nature of some of its intrinsic difficulties is likely to be helpful. In educational circles today, it is recognised that engaging experienced or senior people in the educational process of CPD is often difficult.

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Tofade, Toyin S., John N. Hedrick, Stephen C. Dedrick, and Stephen M. Caiola. "Evaluation of Pharmacist Continuing Professional Development Portfolios." Journal of Pharmacy Practice 26, no. 3 (August 6, 2012): 237–47. http://dx.doi.org/10.1177/0897190012452311.

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Objective: The purpose of this study was to conduct a random continuing professional development (CPD) portfolio audit to assess the portfolios of pharmacists who completed CPD training in the state of North Carolina and reported adopting it in place of the annual 15-hour continuing education (CE) requirement when applying for re-licensure. Methods: The NC Board of Pharmacy (NCBOP) staff randomly selected 30 pharmacists to provide CPD portfolio documentation to the Board electronically or in paper format. This documentation included their completed learning plan, a learning activity worksheet for each completed activity, and the Accreditation Council on Pharmacy Education (ACPE) universal activity number for the CPD training program attended. The Task Force used a multicomponent audit tool to assess each portfolio. Results: Eighty percent of portfolios had at least 15 hours of learning reported. Portfolio assessments indicated an average of 5 learning objectives per individual. Based on the scale of 1 to 5, the Measurable and Specific sections of the objectives scored the lowest with an average score of 3 on both sections. An overall assessment of “adequate” or “comprehensive” was noted for 60% of the portfolios. Conclusion: Pharmacists completing CPD training are capable of following the CPD process with some potential challenges in documentation. Information submitted to the board of pharmacy is considered sufficient for license renewal purposes.

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Lindley, Patricia A. "Continuing Professional Development in the British Psychological Society." European Psychologist 2, no. 1 (January 1997): 11–17. http://dx.doi.org/10.1027/1016-9040.2.1.11.

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The paper examines various interpretations of continuing professional development (CPD). The differing perspectives on CPD of the individual practitioner, their employing organization, and their professional body are discussed. In addition, three distinct uses of CPD are outlined. These are characterized by differential emphasis on the continuing,.professional, and developmental aspects of CPD. Professional bodies, because of their need to protect the standards of the profession, tend to focus their attention on the second of these three meanings. Professional bodies also differ in the ways they can address CPD. They can employ either voluntary, obligatory, or mandatory approaches. The implications of each of these for the profession and the professional body are discussed. Finally, the current status of CPD within the British Psychological Society (BPS) is outlined and implications for the future are highlighted.

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Sims, Andrew. "Introducing continuing professional development." Advances in Psychiatric Treatment 1, no. 1 (September 1994): 3–8. http://dx.doi.org/10.1192/apt.1.1.3.

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Most professions have recently realised that basic undergraduate and postgraduate training is not enough to maintain high standards of practice throughout a long career. Continuing professional development (CPD) has become a feature therefore of the working life of these professions, and medicine, which was in the forefront for undergraduate and postgraduate education, has somewhat lagged behind in this. The failure of consultants to keep up to date in their professional knowledge and attitudes is clearly detrimental to patients, to the doctors themselves, and to the Health Service.

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Wright, John C. "Continuing development of continuing professional development. Part 2: Measuring CPD." Engineering Science and Education Journal 2, no. 1 (1993): 23. http://dx.doi.org/10.1049/esej:19930008.

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Tannehill, Deborah, Giyasettin Demirhan, Petra Čaplová, and Züleyha Avsar. "Continuing professional development for physical education teachers in Europe." European Physical Education Review 27, no. 1 (June 24, 2020): 150–67. http://dx.doi.org/10.1177/1356336x20931531.

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This paper reports on an investigation examining provision of physical education continuing professional development (CPD) in European countries undertaken to identify the types of practices being employed. We begin by providing a brief overview of what we currently know about CPD internationally in general education and physical education. Data are reported to reflect Parker and Patton’s (2017) key characteristics of CPD that highlight effective CPD, summarise current trends and issues in physical education, and are intended to serve as a guide to how teachers learn and how they might be better served in that learning in these European countries. Studying current practices in CPD provision identified in this study provided modest insight to inform teacher education programmes and CPD providers on the current status of physical education CPD currently being employed in Europe. We propose these findings might inform international and comparative education with respect to CPD and set the foundation for physical education colleagues in Europe to develop a CPD network where endeavours such as sharing of CPD practices, engaging in discussion of those practices, and the design of collaborative research on such CPD practices are based.

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Player, Emily, Alice Shiner, Nick Steel, and Veena Rodrigues. "Massive open online courses for continuing professional development of GPs." InnovAiT: Education and inspiration for general practice 13, no. 9 (June 30, 2020): 522–27. http://dx.doi.org/10.1177/1755738020932934.

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Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

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Hunter, Sally. "Development for DCPs: a growing success story." Bulletin of the Royal College of Surgeons of England 91, no. 7 (July 1, 2009): 249. http://dx.doi.org/10.1308/147363509x459626.

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On 1 August 2008, mandatory continuing professional development (CPD) was introduced for dental care professionals (DCPs). To maintain registration with the General Dental Council (GDC), DCPs are required to undertake 50 hours of verifiable CPD over a five-year period. The CPD requirement is an important part of regulation and professional responsibilities, and the increasing availability of CPD programmes and courses provide an additional opportunity for DCPs to develop their careers and raise standards of patient care.

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Herbert, Claire. "The future of continuing professional development." Faculty Dental Journal 4, no. 1 (January 2013): 20–23. http://dx.doi.org/10.1308/204268513x13527109981058.

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Sethi, Ahsan, and Gohar Wajid. "Continuing Professional Development for Doctors in Pakistan is need of the hour." Health Professions Educator Journal 3, no. 1 (January 4, 2020): 7–8. http://dx.doi.org/10.53708/hpej.v3i1.714.

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In Pakistan, health professionals get their professional undergraduate and postgraduate qualifications after thorough training and assessment criteria as defined by their respective national regulatory bodies. These qualifications help them get registered and get a license for clinical practice in their respective domains. Any registrations and licenses are renewed by paying the prescribed fee without any requirements for reassessment or recertifications. Over the last few decades, health sciences have shown rapid advancements with the invention of new drugs and technologies. Due to this exponential increase in knowledge, no practitioner can hope to remain competent for more than a few years after graduation without a program of active learning. As such, a well-structured and regulated program of lifelong learning must be followed by all health professionals. To keep health professionals abreast with these changes and to ensure the maintenance of certain minimum competencies, there is a need for Continuing Professional Development (CPD) to be implemented at the national level with strict regulatory compliance. According to World Federation for Medical Education (World Federation for Medical Education, 2015), Continuing Professional Development (CPD) is a process of education and training commencing after completion of basic and postgraduate medical education, thereafter, continuing as long as the health professional is engaged in professional activities. CPD mainly implies self-directed and practice-based learning activities in addition to supervised education, and rarely involves supervised training for an extended period of time. The terms ‘Continuing Medical Education (CME)’ and ‘Continuing Professional Development (CPD)’ are often used synonymously.

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Tyagi, Chanchal, and Pradeep Kumar Misra. "Continuing Professional Development of Teacher Educators: Challenges and Initiatives." Shanlax International Journal of Education 9, no. 2 (March 1, 2021): 117–26. http://dx.doi.org/10.34293/education.v9i2.3634.

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Continuing Professional Development (CPD) is a prerequisite for teacher educators. The importance of CPD for teacher educators lies in the fact that it helps them to improve their professional and instructional practices. Teacher educators usually begin their CPD after joining the profession and continue it as a lifelong learning process. There are two popular routes of CPD for teacher educators: programs planned and mandated by external agencies and their self-initiatives. Researchers conducted in different parts of the world reveal that, like external initiatives, selfinitiative also play an important role in the professional development of teacher educators. As part of their self-initiatives for CPD, teacher educators themselves act as the developers and creators of their professional learning opportunities and activities. Researches also depict that some factors may negatively affect teacher educators’ attitude and capacity to initiate his/her CPD activities. Extending all these arguments, the present study aimed to study teacher educators’ self-initiatives of CPD and the challenges they face in this journey. Data to conduct the study was collected from a sample of 120 teacher educators’ by using ‘Teachers’ CPD Initiatives Scale’ & ‘Teachers’ CPD Challenges Scale’, and analyzed by using percentage and product-moment r.

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Bosschieter, Pierke. "Continuing professional development (CPD) and online learning." Indexer: The International Journal of Indexing 34, no. 3 (September 2016): 114–15. http://dx.doi.org/10.3828/indexer.2016.33.

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Colville, Andy. "Continuing professional development (CPD) in coaching psychology." Coaching Psychologist 12, no. 1 (June 2016): 36–38. http://dx.doi.org/10.53841/bpstcp.2016.12.1.36.

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"Continuing professional development ( CPD ) test." Sonography 8, no. 1 (March 2021): 30. http://dx.doi.org/10.1002/sono.12246.

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"Continuing professional development ( CPD ) test." Sonography 8, no. 2 (June 2021): 71–72. http://dx.doi.org/10.1002/sono.12261.

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"Continuing professional development (CPD) test." Sonography 8, no. 3 (September 2021): 136–37. http://dx.doi.org/10.1002/sono.12281.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT - Answers." Companion Animal 11, no. 1 (January 2006): 67. http://dx.doi.org/10.1111/j.2044-3862.2006.tb00011.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT - Answers." Companion Animal 11, no. 2 (March 2006): 83. http://dx.doi.org/10.1111/j.2044-3862.2006.tb00027.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT - Ansers." Companion Animal 11, no. 4 (May 2006): 99. http://dx.doi.org/10.1111/j.2044-3862.2006.tb00057.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT - Ansers." Companion Animal 11, no. 5 (June 2006): 95. http://dx.doi.org/10.1111/j.2044-3862.2006.tb00074.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT - Ansers." Companion Animal 11, no. 6 (July 2006): 99. http://dx.doi.org/10.1111/j.2044-3862.2006.tb00091.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT - Ansers." Companion Animal 11, no. 7 (September 2006): 99. http://dx.doi.org/10.1111/j.2044-3862.2006.tb00108.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT - Ansers." Companion Animal 12, no. 1 (January 2007): 83. http://dx.doi.org/10.1111/j.2044-3862.2007.tb00123.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT - Ansers." Companion Animal 12, no. 2 (March 2007): 95. http://dx.doi.org/10.1111/j.2044-3862.2007.tb00138.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT - Ansers." Companion Animal 12, no. 3 (April 2007): 87. http://dx.doi.org/10.1111/j.2044-3862.2007.tb00152.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT - Answers." Companion Animal 14, no. 7 (September 2009): 87. http://dx.doi.org/10.1111/j.2044-3862.2009.tb00405.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPmENT - Answers." Companion Animal 14, no. 8 (October 2009): 71. http://dx.doi.org/10.1111/j.2044-3862.2009.tb00418.x.

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"CPD CONTINUING PROFESSIONAl DEVELOPMENT - Answers." Companion Animal 14, no. 9 (November 2009): 67. http://dx.doi.org/10.1111/j.2044-3862.2009.tb00431.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT - Answers." Companion Animal 15, no. 1 (September 30, 2010): 59. http://dx.doi.org/10.1111/j.2044-3862.2010.tb00442.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT - Answers." Companion Animal 15, no. 2 (September 30, 2010): 87. http://dx.doi.org/10.1111/j.2044-3862.2010.tb00456.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT -Answers." Companion Animal 15, no. 3 (September 30, 2010): 75. http://dx.doi.org/10.1111/j.2044-3862.2010.tb00468.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT - Answers." Companion Animal 15, no. 7 (September 2010): 91. http://dx.doi.org/10.1111/j.2044-3862.2010.tb00576.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT - Answers." Companion Animal 15, no. 8 (October 2010): 55. http://dx.doi.org/10.1111/j.2044-3862.2010.tb00587.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT - Answers." Companion Animal 15, no. 9 (November 12, 2010): 67. http://dx.doi.org/10.1111/j.2044-3862.2010.tb00601.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT - Answers." Livestock 11, no. 1 (January 2006): 55. http://dx.doi.org/10.1111/j.2044-3870.2006.tb00009.x.

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"CPD CONTINUING PROFESSIONAL DEVELOPMENT - Answers." Livestock 11, no. 2 (March 2006): 71. http://dx.doi.org/10.1111/j.2044-3870.2006.tb00020.x.

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