Continuing Professional Development and Knowledge Translation: Evidence and Perspectives to Enhance Clinical Practice in Qatar

Abstract

This Master's thesis used a scoping review and qualitative interviews to gather in-depth data from CPD providers on how they design and plan programs to align with clinical needs. The scoping review included 17 studies. The review demonstrated that well-designed CPD programs can improve patient outcomes, but their effectiveness depends on the application and sustainability of learning in supportive contexts. This highlights the need for theory-based programs evaluated using a "knowledge-to-action" framework to link learning to practice. Several key findings emerged from the qualitative study, including that most participants relied on performance data, quality indicators, and staff and management feedback to identify learning needs. However, limited resources, complex administrative procedures, and limited time for safeguarding were major barriers. Effective programs incorporated simulations and workplace assessments. The study recommends developing a national CPD framework, streamlining accreditation, strengthening teacher training, and linking CPD assessments to measurable healthcare indicators to ensure sustainability and long-term impact on patient care. Future research should continue to examine how continuing professional development learning translates into tangible changes in clinical practice and patient outcomes.