In today's evolving healthcare environment, medical and dental practitioners are tasked with delivering high quality care amidst a dynamic knowledge economy, advancements in artificial intelligence, and evolving legal and regulatory requirements. Furthermore, the steady rise in patient expectations and societal demands further highlights healthcare professionals’ need to continually adapt and upskill to maintain professional relevancy. 

To meet these challenges effectively, there is a critical need to revamp traditional educational approaches and adopt instructional practices that place a higher importance on inter-professional collaboration, problem-framing and problem-solving skills, thus providing adult learners with meaningful educational experiences1

Andragogy for Continuing Professional Development (CPD) 

Adult learning principles, also known as andragogy, emphasise self-directed learning and real-world application. Unlike traditional teaching methods that rely on passive lecturing2, adult learning strategies foster learners’ active engagement and problem-solving, helping individuals to develop agency over their cognitive processes thus shaping their own learning pathways. 

Embracing adult learning principles is crucial to deliver high quality and effective CPD programs. Healthcare professionals bring a wealth of knowledge and repertoire of experiences to any learning environment which are not effectively leveraged in traditional CPD instructional approaches. Adult learning principles, when applied to design CPD programs, help to overcome these limitations by emphasizing interactive, workplace-relevant case scenarios, self-directed learning and self-reflection, thus effectively enhancing skill development and the real-life in everyday clinical practice. 

Modernising CPD at MIPS: Andragogical Methods for Innovative Learning Tools

At MIPS, we are committed to supporting members holistically with a comprehensive educational program that equips them with the most up to date industry knowledge, best practices, and risk management approaches. 

We have developed online modules, pre- and post- webinar Reviewing Performance and Educational Activities with targeted educational content that closely adheres to adult learning principles, ensuring workplace relevancy and engagement. These activities are accredited with the Royal Australian College of General Practitioners (RACGP) and Australian College of Rural and Remote Medicine (ACRRM). 

With this new approach, MIPS members can earn additional hours of CPD per each monthly risk education webinar, ensuring they gain actionable insights into the ethical, legal and regulatory expectations of healthcare regulatory bodies.  

Continue your learning journey and check these webinars, pre- and post- webinar activities:

Topic 1 hour pre-webinar RP activity 1 hour webinar 1 hour post-webinar RP activity
Open Disclosure and Duty of Candour Webinar in Pre-Work Essentials Concepts of open Disclosure and Candour in Medicine Post-webinar ativity: Open Disclosure and Duty of Candour
Health Records Effective Health Record Keeping as Risk Tool Health records - Your no. 1 risk mitigation tool Post-webinar activity: Health Records
Voluntary Assisted Dying (VAD)
Voluntary Assisted Dying VAD post-webinar Activity Insights
Duty of Care
Health practitioner's liability: An update on the scope and extent of your duty of care Post-webinar activity: Reflecting on your duty of care and underpinning, legal, ethical and regulatory principles


1. Unlocking Effective Medical Education Through Adult Learning Theory - Harvard Medical School

2. The Pitfalls of Using PowerPoint for Adult Leaners - Harvard Medical School

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