General practitioners’ preferences for future continuous professional development: evidence from a Danish discrete choice experiment
Why this work is in the frame
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Bibliographic record
Abstract
BACKGROUND AND OBJECTIVES: Danish general practitioners (GPs) follow a voluntary continuous professional development (CPD) programme based on accredited activities. Inspired by a current interest in CPD, this study investigates GPs' preferences for future CPD programmes. METHODS: The preferences were tested in a Discrete Choice Experiment (DCE) sent to 1079 randomly chosen GPs. The GPs were asked to choose between hypothetical CPD programmes, based on educational questions generated from discussions with educational stakeholders. RESULTS: The response rate was 686/1079 (63%). GPs had the following preferences for a future CPD programme: 1) option to exchange experience with colleagues, 2) focus on implementation of new knowledge into practice, 3) ensure 10 days of CPD activities per year, 4) to have CPD programmes where 50% are planned by a central organisation and 50% are planned by the individual GP, 5) to have teachers with a profound insight and knowledge about general practice. There was neither an overall request for appraisal, nor for more CPD activities based on interactive learning strategies. There was, however, variability in GPs' preferences regarding some of the elements. CONCLUSION: A prioritised list of Danish GPs' preferences for future CPD has been identified. However, variation in preferences suggests there should be room for individual variation.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it