I am but too conscious of the fact that we are born in an age when only the dull are treated seriously, and I live in terror of not being mis-understood. Don't degrade me into the position of giving you useful information. Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught'. - Oscar Wilde

To CPD or not to CPD - how is the question. Many noble minds will assemble in March 2006 to deliberate how we might improve CPD in its broadest sense, in a seamless manner, without undue pain, with particular emphasis on our scientific gatherings.

Toil and trouble to the group no doubt, double perhaps to some members, but we will investigate teaching and research, probe best practice and audit, 'recent advances in', tilt at guest lectures, platform and poster presentations, delve into eye of newt, and toe of frog, professors' brains, and tongue of dog. (The Editor has asked me to be more literary, which is difficult for an Irishman, more difficult for a Scot, very hard for a Welshman, and almost impossible for a…., but I digress).

Research suggests education itself may not be a strong factor in changing a geriatrician's behaviour. This may simply reflect a failure in the way CPD is approached and delivered, a male attribute, or a failure to consider CPD. Where it does, medical journals, reading and attending scientific meetings are most often cited.

To be of benefit we need CPD with:

• Fulfillment of a clear, well-defined educational need
• A focus on relevant and cutting edge material
• An interactive format with opportunity both to listen and participate in debate
• Attending doctor enabled to pass on information gained to others
• Professional delivery and organisation
• Cost effective (in time, money, opportunity and resources)

A system of CPD requires:

• High quality educational provision and educational experiences
• An effective organisational process
• Clear evidence that the system chosen improves patient care.

The question is, 'Do our methods match our motives?' That is, in our meetings together to promote research

and best practice, to deliver new knowledge and stimulate change, to receive updates, to discuss audit implications, to be kindled by guest lectures, are our methods educationally sound, do we deliver information by the best means possible, do we reinforce what needs to be retained adequately, is what we present pertinent? Or are we like some textbooks, do we keep to the ways of the past for the past's sake, repeat errors and misprints, do our best but always end up being several years out of date?

So, are there better ways of doings things, better ways of presenting and learning, of stimulating fresh thought, better ways of meeting together and organising? Can poster and platform presentations be more effective? How do we increase interaction and ensure greater use of the knowledge pool we have at our scientific meetings?

Why not enter into the debate, stir the cauldron and give us your thoughts, but not too caustic as my dreams are fragile. (A haiku will do, or is it an haiku; we would not be averse to a quatrain). A starting point would be to sip from the article about improving CPD and optimising learning; if you survive this, then the charm is firm and good.

Remember, "Education is not the filling of a pail, but the lighting of a fire." WB Yeats. (I'm fairly sure Yeats was reading Macbeth at the time).

Join the debate on the BGS website CPD pages.

Ian Taylor
Director of Continuing Professional Development