Provider handbook

Appendix 5: Types of CPD activities

    1. Appendix 5: Types of CPD activities

Last revised: 01 Dec 2023

Appendix 5: Types of CPD activities

Providers can use Table A4.1 as a guide to prompt their thinking on the types of activities they can develop. Each activity appears in line with the Medical Board of Australia continuing professional development (CPD) activity type. This is not an exhaustive list.

Table A4.1. Types of CPD activities

Educational activities
(knowledge and skills)
Activities that expand knowledge, skills and attitudes
  • Workshops
  • Conferences
  • Lectures webinars
  • Podcasts
  • Short courses
  • Case-based discussions
Measuring outcomes
(with evidence of outcomes)
Activities that use work data to ensure quality results
  • Mini audit/audit
  • Plan, Do, Study, Act (PDSA)
  • Research
  • Practice accreditation
  • Developing clinical guidelines
Reviewing performance
(with evidence of feedback)
Activities that require reflection on feedback about the GP’s work
  • Case-based discussion
  • Peer group learning
  • Professional development plan (PDP)
  • Patient feedback
  • Multi-source feedback
  • Doctors’ health and wellbeing
  • Supervisor activities
Hybrid activities
(RACGP initiative)
Activities that are a combination
of two or more of the MBA’s three different activity types - education activities,
measuring outcomes and/or
reviewing performance.
  • Peer group learning -
    could be a combination of educational activities (e.g. presentations) and reviewing performance (e.g. case-based discussions with feedback and/or reflective components)
  • Workshops - could be a combination of educational activities (e.g. presentations, lectures) and reviewing performance (practical skills station/s, case-based discussion/s, assessment/s with feedback and/or reflective components) and/or measuring outcomes (e.g. post-activity to do a mini-audit back in practice relevant to workshop’s educational topic)
  • Supervising and mentoring/teaching - could be a combination of educational activities (the actual teaching or supervision involved) and/or reviewing performance (e.g. with feedback component on the quality of supervision or mentoring or teaching); measuring outcomes (using the data to measure the quality of supervision/mentoring⁄teaching results and improve on it)