If we build it, will they come? A theory-informed understanding of what motivates faculty engagement in Continued Professional Development (CPD)

If we build it, will they come? 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A theory-informed understanding of what motivates faculty engagement in Continued Professional Development (CPD) Udoka Okpalauwaekwe, Carla Holinaty, Tom Smith-Windsor, James W. Barton, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6924164/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Introduction: Continued Professional Development (CPD) is essential for maintaining clinical excellence and supporting academic faculty roles. Despite ongoing investment, physician participation in CPD across the College of Medicine at the [redacted for peer review] remains inconsistent. This sub-analysis explored physician faculty perspectives on what motivates engagement, with the goal of informing improvements to the design and delivery of CPD programming. Methods We conducted focus group and individual interview sessions with physician faculty members from both urban and rural practice sites. Discussions explored participants’ experiences with university-organized CPD events, facilitators of engagement, and suggestions for future programming. Transcripts were analyzed thematically using a theory-informed lens grounded in Adult Learning Theory, Self-Determination Theory, and Communities of Practice. Results Six themes explaining why physicians participate in of CPD programming included: (1) fostering connectedness and sense of belonging, (2) relevance and quality of content, (3) a desire to stay current, (4) the love of learning as a sense of professional responsibility, (5) personal and relational benefits, and (6) learning format flexibility and credit efficiency. These themes reflected participants’ intrinsic needs for autonomy, competence, and relatedness, and expounded on the relational, motivational, and identity-affirming dimensions of CPD participation. Conclusion Faculty engagement in CPD extends beyond content delivery. It is shaped by meaning, motivation, and connection. Programs that integrate inclusive, community-oriented approaches and are grounded in adult learning principles are more likely to foster sustained participation and professional renewal. Theory-informed CPD design may offer a path forward in reimagining engagement across distributed and evolving academic contexts. Faculty development continuing medical education (CME) continuing professional development (CPD) facilitators adult learning theory self-determination theory communities of practice INTRODUCTION Maintaining lifelong knowledge and skills is essential for physicians' clinical competence, teaching effectiveness, and professional growth. 1,2 In most academic institutions, these needs are addressed through Faculty Development (FD) and Continuing Medical Education (CME), both of which fall under the broader umbrella of Continuing Professional Development (CPD). FD activities are designed to enhance capabilities in teaching, leadership, and research, 3,4 while CME focuses on keeping physicians clinically up to date within their specialties. 2,5 These CPD offerings are particularly important for physician faculty who must balance clinical duties with academic, teaching, and administrative roles. 4,6,7 Despite the importance of CPD, participation among faculty remains inconsistent, especially in the distributed medical education system delivered through the College of Medicine at the [redacted for peer review] (USask). Existing literature offers substantial insight into the barriers to CPD engagement which includes time constraints, 8–12 logistical difficulties, 13 professional dissatisfaction, 9,14 perceptions of irrelevance, 15 and lack of institutional connection. 12 Less is known, however, about what motivates physicians to actively participate, especially in contexts where clinical and geographic isolation are common. Steinert et al. 11 in 2010 though, explored motivators for FD engagement, highlighting factors like relevance of content, networking opportunities, and personal growth. 11 Other studies, including McLeod and McLeod, 18 and Harrison and Hogg, 19 identified similar drivers for CME participation, which included, acquisition of new knowledge, and maintenance of professional license. 18,19 While informative, these studies were primarily conducted in large, urban academic settings; as such, they may not have fully reflected the experiences of physicians practicing in rural or distributed environments, where unique challenges and context-specific factors influence engagement. Despite significant investment in faculty engagement and programming, attendance at university-organized CPD events has remained low among the College of Medicine at the [redacted for peer review]’s more than 2,000 physician faculty members across the province. To better understand how CPD participation could be improved in our setting, we undertook a quality improvement (QI) study within the College to explore ways to enhance physician and clinical faculty engagement. As part of an ongoing effort to enhance faculty engagement in CPD, this sub-analysis extends our earlier QI study on barriers to participation, 20 by focusing on the factors that positively influence engagement to inform future programming improvements. Study Objectives This sub-analysis was conducted as part of a broader quality improvement (QI) initiative led by the Faculty Development and Continuing Medical Education (FD/CME) units at the [redacted for peer review]. The overarching aim was to better understand and address the persistent challenge of low participation in CPD programming among physician faculty, particularly across the College of Medicine’s geographically distributed education system. Hence, the specific objectives of this sub-analysis analysis were to: Identify key factors that motivate physician faculty to engage in university-organized CPD activities, with attention to their lived experiences across diverse clinical, teaching, and geographic contexts. Interpret the participants’ insights using a theory-informed lens, drawing on Adult Learning Theory, Self-Determination Theory, and Communities of Practice to uncover deeper motivational drivers. METHODOLOGY AND METHODS Study Design and Theoretical Frameworks Our qualitative study was informed by collaborative inquiry. 20 Detailed description of the overall methodology have been published previously. 21 To further guide both the initial design and interpretation of the findings, we adopted a theory-informed approach, drawing on three complementary frameworks that reflect the relational, psychological, and practical dimensions of adult learning and faculty development. They were Adult Learning Theory, Self-Determination Theory (SDT) and Communities of Practice (CoP). Adult Learning Theory , 22 developed by Knowles in 1980, positions adult learners as self-directed individuals with a wealth of lived experience, who are most motivated when learning is problem-centered, relevant, and immediately applicable to their professional context. 22 This framework helped us foreground the practical concerns, preferences, and autonomy of the faculty participants in shaping their CPD experiences. Self-Determination Theory (SDT), 23 developed by Deci and Ryan in 1985, provides a psychological lens to explore the motivations of participants more deeply. According to SDT, individuals are most likely to engage and thrive when their psychological needs for autonomy (i.e., control over one’s actions), competence (i.e., a sense of effectiveness), and relatedness (i.e., connection to others) are met. 23 We perceive that these core motivational needs could facilitate understanding how and why certain CPD offerings were more meaningful or compelling for some participants than others. Finally, we drew on the concept of Communities of Practice (CoP), 24 introduced by Wenger in 1998. CoP views learning as a socially situated process that unfolds through mutual engagement, shared repertoire, and the development of a collective identity within a professional community. 24 We thought this framework especially useful for interpreting how collegial relationships, informal mentorship, and a sense of professional belonging may have or may not have influenced faculty perceptions of and participation in CPD. While Steinert et al. , 11 offered foundational insights into motivations for attending Faculty Development (FD) in Canadian academic medicine, our study builds on this by applying theoretical lenses that reveal the psychological and relational mechanisms behind faculty motivation. 22-24 This approach enabled us to move beyond qualitative narrative description of the motivating factors to CPD participation, and toward a more nuanced understanding of why CPD participation matters, and how it is experienced by faculty in diverse settings. Setting and Participants The study took place within USask College of Medicine’s distributed education system, which has over 2,000 physician faculty members across urban, rural, and remote areas of [redacted for peer review]. We used purposive sampling to invite participants using the University’s FD and CME listservs. Eligibility criteria included current or recent participation in CPD programming (within the last year). Ethical Considerations This study received exemption status from the [redacted for peer review] Behavioural Research Ethics Board under Article 2.5 of the Tri-Council Policy Statement (TCPS 2) , 25 which permits exemption for QI-focused work. Informed consent was obtained from all participants prior to data collection. Data Collection A detailed description of the data collection process is already published previously. 21 We conducted virtual focus groups and individual interviews. The sessions were facilitated by members of the research team using a semi-structured discussion guide . To ensure consistency, all sessions began with a brief explanation of the project’s QI focus and objectives. All discussions were designed to be conversational, allowing participants to expand on their experiences and reflect critically on current CPD practices. Data Analysis For this study we focused our data analysis on one key discussion prompts which was: 1) “ What encourages you to attend university-organized CPD programs? ” All focus group and individual interview recordings were professionally transcribed and analyzed using thematic analysis , guided by Braun and Clarke’s six-step framework. 26 Coding was conducted independently by members of the research team and supported using NVivo 12 ( QSR International). The University’s Canadian Hub for Applied and Social Research (CHASR) also independently analyzed the transcripts for themes. Codes were then reviewed, refined, and organized into broader theoretical categories informed by our pre-selected frameworks. We then employed a theory-informed, inductive-deductive (abductive) approach to thematic analysis that unfolded in several iterative and reflective stages. Initially, transcripts were read closely and coded line by line, with open coding used to capture participants’ own language and experiences without applying pre-existing categories. This inductive phase allowed for the emergence of preliminary codes and themes directly from the data. As patterns began to take shape, we shifted into a more deductive approach, engaging with our pre-selected theoretical frameworks (i.e., Adult Learning Theory, Self-Determination Theory, and Communities of Practice)to guide the interpretation of themes. These frameworks served as scaffolds, enabling us to link emergent categories to deeper motivational constructs, such as autonomy, relatedness, competence, and identity. Throughout the process, we engaged in iterative cycles of coding, review, and discussions to refine themes and ensure alignment with both the data and the theoretical lenses. Discrepancies in interpretation were resolved through consensus, and decisions were continually revisited in light of both participants’ meaning and theoretical fit. This iterative process allowed for abductive reasoning (i.e., an ongoing interplay between empirical observation and conceptual insight). Ensuring Rigour and Trustworthiness To ensure the credibility and dependability of our findings, we employed several strategies throughout the research process. We engaged in triangulation across coders, practice settings, and theoretical frameworks to enrich our interpretations. Member checking was conducted by sharing preliminary findings with participants, allowing them to validate our interpretations. Finally, our reporting adhered to the Standards for Reporting Qualitative Research (SRQR), 27 providing a structured guide for transparency and methodological rigor throughout the study. FINDINGS Participant Characteristics A total of 34 individuals participated in the study, comprising 18 (53.0%) who completed individual interviews and 16 (47.0%) who engaged in one of three focus group discussions.Just under half of participants (41.2%, n=14) reported attending a university-organized Continuing Professional Development (CPD) event within the past two years, while 58.8% (n=20) reported no recent CPD attendance.Urban-based physicians made up 73.5% (25/34) of the sample, while 26.5% (9/34) practiced in rural areas. 56.3% (18/34) of the physician participants were Canadian Medical Graduates (CMGs) and 43.7% (14/34) were International Medical Graduates (IMGs). The group was evenly split by gender (17 males and 17 females).Ethnic representation included White (17/34; 50.0%), Asian or Middle Eastern (10/34; 29.4%), and Black (7/34; 20.5%) participants, with no respondents identifying as Indigenous. Over half (19/34; 55.9%) had been in practice for 20 or more years, and 38.2% (13/34) had similar long-term affiliations with the [redacted for peer review].Family Medicine was the most represented specialty (18/34; 52.9%), followed by Surgery (4/34; 11.8%), Pathology (3/34; 8.8%), and other specialties including Emergency Medicine, ICU, Psychiatry, Hematology, and Anesthesiology. A descriptive characteristic of participants is already published previously. 21 Overview of Thematic Findings Our thematic analysis identified six primary facilitators of CPD participation within the university’s CPD programming. We interpreted these findings using the theoretical lenses of Adult Learning Theory, 22 Self-Determination Theory (SDT), 23 and Communities of Practice (CoP), 24 to explain what motivates faculty engagement in CPD, and why these experiences are meaningful. A. Motivators for Attending CPD Events Theme 1: Fostering Connectedness and a Sense of Belonging within/between Professional Colleagues (SDT: Relatedness; CoP: Mutual Engagement) The most salient theme across all interviews and focus group discussions was the importance of community and collegiality. This was also a very common barrier to non-participation in our previously published study. 21 Participants frequently described CPD as one of the few structured opportunities to reconnect with peers, share clinical and teaching experiences, and reaffirm their sense of belonging within the academic environment. This feeling was more intensified among physicians working in rural or isolated settings. The sense of connectedness described by some was beyond social connectedness, but deeply professional, and affirming of their roles as both clinicians and educators. “A lot of it for me is the understanding that networking and gaining those relationships are important… You don't really recognize that until you've done it a couple of times to realize how important it is.” – Rural family physician “Professionally, you learn from other people…what are they doing, how are they dealing with things. I depend a lot on my colleagues. When I'm dealing with things, I just need someone to talk to and ask their opinion.” – Rural family physician and Health administrator “Faculty development allows me to connect socially with people I generally wouldn’t run into. I think Pathologists experience a lot of disconnect… connectivity is what I miss the most.”– Urban-based senior pathologist These reflections speak directly to Self-Determination Theory’s principle of relatedness, 23 emphasizing how belonging and interpersonal support fuel motivation to engage. They also align with Wenger’s Communities of Practice , 24 highlighting that learning occurs most meaningfully through mutual engagement, identity-building, and peer dialogue within professional communities. Theme 2. Relevance and Quality of Content Facilitates Engagement and Competence (Adult Learning Theory: Relevance, Experience; SDT: Competence) Most faculty participants consistently emphasized that their decision to attend CPD sessions was heavily influenced by the topic’s practical relevance to their clinical or teaching context and the credibility of the presenter. This was also alluded to as a barrier for non-participation in our previously published study. 21 Engaging formats, expert-led sessions, and opportunities to gain applicable, current knowledge were especially highlighted as valuable incentives for participation. “Content is both a responsibility and a tool for engagement… but it should also be consensus driven. When the events show there's a progressive mindset, it challenges medical professionals to take it to the next level.”—Urban Surgeon “I look at the content because my time is precious. If I'm doing a CME, I need to know what need it is going to fulfill.”—Urban family physician These reflections underscore the value of aligning CPD content with learners perceived professional gaps and interests, reinforcing both competence development and self-directed learning. 22,23 They also illustrate the need for CPD to address real-world clinical complexity, not just textbook knowledge, and to be framed in ways that clearly articulate relevance and practical takeaways. Theme 3. A Desire for Staying Current and Renewing One’s Professional Skills (Self-Determination Theory: Competence; Adult Learning Theory: Self-direction) Faculty described a strong internal drive to stay clinically and academically sharp, particularly those with multiple roles in teaching, administration and clinical practice. This intrinsic motivation to “keep up” was often grounded in their own sense of professional standards, the responsibility to learners, and the evolving demands of medical practice. “I want to make sure there’s nothing updated that I missed… I want the expert to help me with that. I guess I could read the new guidelines, but I want real-life cases, something applicable.” — Rural family physician “I attend FD meetings because I want to keep my skills current…it matters to my teaching.” — Urban Psychiatrist “I enjoy learning…so that’s OK. I tend to exceed the hours required for CME. It’s not about the points, it’s about staying sharp.” — Urban psychiatrist, with 20+ years in practice “I love my clinical work in the ICU… but sometimes it can be day-to-day drudgery. Doing academic work gives it more meaningful. It helps to know there’s something beyond just the shift.” — Urban intensivist and early career faculty These reflections underscore the value of competence-building and self-directed learning , 22 which are cornerstones of both adult learning theory and SDT. 23 CPD, when designed with opportunities for meaningful, current, and skill-enhancing content, affirms physicians’ commitment to lifelong learning while supporting their evolving clinical and academic identities. Theme 4. Learning as a Sense of Professional Responsibility ( Self-Determination Theory: Autonomy + Relatedness; Communities of Practice: Shared Norms ) Another salient theme emerging across the interviews was the deeply held sense of duty and professional accountability that many faculty members associated with CPD participation. This sense of duty was not merely about fulfilling external requirements such as CME credits, but an internalized value system grounded in the identity and ethos of being both a physician and an educator. Participants frequently described CPD engagement as part of a broader professional commitment to continuous improvement and contribution to the academic community. One rural physician framed CPD as a moral imperative, invoking the core values of the profession: “Continuing medical education was part of our Hippocratic Oath… We took an oath to be personally responsible and accountable… It was deeply ingrained that the quality of who you are as a physician is a function of how active you are in maintaining academic integrity and constantly learning.”— Rural family physician, late career This sentiment extended beyond individual motivation to collective responsibility. Another participant described how they embedded a culture of learning in their local team, even in the absence of formal CME credit: “Every Friday we have education rounds. They don’t get any CME credits for it, but the discussion is so lively… they say, ‘that’s why I love coming back.’ I start with reading the Hippocratic Oath—just to remind us why we are doctors in the first place.” — Rural physician leader, mid-career The language of obligation also surfaced in discussions about academic identity. For some, the very term "faculty development" implied a meaningful professional expectation: “The word development, for me professionally, is a powerful accountability word. It’s not just a title…it means I have a responsibility to keep growing as an academic and teacher.”— Urban educator, mid-career Even newer faculty members noted that while institutional expectations were sometimes unclear, their personal values drove continued participation in CPD: “There’s no statement in your contract that says what’s expected of you as a faculty member—you have to initiate it yourself. But I do it because I believe in it.”— Early career faculty member Though some might initially perceive duty as an external motivator, these reflections may point to a deeper, value-based form of autonomous motivation. According to Self-Determination Theory, 23 such internalized regulation (where external roles align with personal identity and values) can sustain engagement as effectively as intrinsic enjoyment. This theme also resonates with Wenger’s Communities of Practice, 24 wherein shared professional norms and a sense of mutual responsibility form the foundation for meaningful engagement and ongoing contribution. As such, for many participants, CPD engagement was not a compliance-driven task but an affirmation of their purpose as clinicians, educators, and members of a learning community. Theme 5. Personal and Relational Benefits (SDT: Autonomy; Adult Learning: Internal Motivation) While clinical relevance and professional obligation were core motivators, several participants highlighted more personal and relational incentives for engaging in CPD. These included the opportunity to relax, spend time with family, and combine professional development with wellness or travel. These reflections underscore how CPD engagement is not solely about professional identity or performance, it can also meet intrinsic, personally meaningful goals that contribute to overall well-being. One rural physician described the dual benefit of learning and leisure, stating: “I take the break off work and relax with friends and family and still get my CME points. My dad, my wife and kids are in the US… they meet me every other place.”—Rural family physician Similarly, another participant described the value of family-friendly conferences and the importance of work-life integration: “If you have a conference where the rest of the family can be an integral part… that work-life balance is everything. Some conferences in the U.S. even include childcare or amenities for families while you're in sessions. That makes a difference.”—Urban physician Another physician echoed this sentiment, noting that CPD should not only be seen as a professional obligation but also as a meaningful reprieve: “So, it’s not just a CME… it’s a break. A good location, good company, good content—I look forward to those.”—Urban faculty member For some, CPD was even viewed as an avenue for personal growth beyond clinical content. As one senior physician reflected: “I think it's a personal drive to just improve. It started from someone encouraging me to go, but now, I’m self-motivated… and I enjoy it.”—Family physician, and program director These accounts reveal how CPD intersects with autonomy, 22 and self-directed learning, 23 not only in choosing what to learn but also in shaping when, where, and how to engage in ways that align with personal values and life priorities. Theme 6. Format Flexibility and Credit Efficiency (Adult Learning Theory: Structure + Autonomy) Several participants emphasized the importance of accessible, time-efficient CPD formats that align with the demands of their clinical schedules. As adult learners with competing responsibilities, many appreciated when CPD offerings were well-structured and offered high-yield learning with minimal time investment. For these participants, flexibility was not just a preference but a necessity, particularly for those juggling multiple roles or practicing in high-demand rural or specialist settings. One participant described how the streamlined nature of certain external CPD offerings made them especially attractive: “The Harvard one is short and intense—100 CME points in a very efficient format. It just works with how busy things get.” —Urban internist Another echoed the importance of formats that respect clinicians' time and autonomy, especially for those unable to attend in person: “I like the lectures short—twenty minutes or so—and then something interactive or hands-on after. That kind of mix keeps me engaged without taking my whole day.” —Urban critical care specialist Virtual accessibility was frequently cited as a key enabler of participation. For rural or locum physicians in particular, asynchronous or recorded sessions allowed for flexibility without compromising learning quality: “Having the option to go back and look at recorded CME if the timing doesn’t work—it’s a game-changer.” —Rural family physician and department lead Some participants also favored self-paced modules or programs that blended structured content delivery with the freedom to engage at their own convenience. This aligns with core tenets of adult learning theory, which highlights learners’ preference for autonomy, relevance, and immediate applicability. “Honestly, if it’s virtual and fits in between patients or after hours—I’m more likely to do it. Timing is everything.” —Hematologist and academic clinician These insights highlight the growing demand for CPD programs that are not only content-rich but also respectful of physicians’ time, preferences, and diverse work environments. 22 The adult learning lens helps explain why flexibility in format and structure increases perceived value and actual engagement. DISCUSSION This sub-analysis sought to understand what motivates physician faculty to engage in university-organized Continuing Professional Development (CPD), particularly in the context of a distributed academic medical system. Drawing on three complementary frameworks: Adult Learning Theory (ALT), Self-Determination Theory (SDT), and Communities of Practice (CoP), we aimed to move beyond surface-level participation trends to uncover the deeper psychological, relational, and environmental factors that influence engagement. Our findings reaffirm and extend the foundational work of Steinert and colleagues, who over a decade ago explored why clinicians participate in Faculty Development (FD). While themes such as relevance of content, collegiality, and professional growth continue to resonate, our work sheds light on how these motivators are shaped by the evolving realities of today’s faculty, particularly physicians balancing multiple clinical-academic roles in geographically dispersed (including rural and remote areas) or under-resourced environments. For many physicians, CPD emerged not only as an educational tool but as a relational space, that offered a sense of belonging, strength renewal, and professional affirmation. This finding aligns strongly with Wenger’s notion of CoP, 24 where learning is inherently social and embedded in shared identity and mutual engagement. The theoretical frameworks used in this study helped illuminate the nuances behind these motivators. Adult Learning Theory, for example, explains why the physician participants consistently emphasized content relevance, practical applicability, and autonomy in learning. 22 Physicians wanted CPD programming that respected their time and expertise, responded to real-world challenges, and was flexible enough to accommodate demanding schedules. This also confirms findings from our previously published piece that found time constraints as a major barrier to non-participation to CPD events. 21 Similarly, SDT 23 offered insight into the psychological needs underpinning engagement, particularly autonomy (choosing what and how to learn), competence (staying clinically and academically current), and relatedness (feeling connected to peers and the institution). These needs were reflected in our participants’ appreciation for community-based formats, especially in-person workshops and interactive sessions that fostered collegiality and emotional safety. The relational and identity-affirming role of CPD was also underscored by participants who saw professional development not as a checkbox for maintaining licensure, but as a form of moral integrity, professional contribution, and academic stewardship. This notion (regarding a sense of duty and integrity), was especially apparent among rural faculty, who often spoke of CPD as a vital tether tying their local communities with the academic institution. Other physicians (including urban-based) emphasized that participating in CPD was part of their professional oath (a reaffirmation of purpose and self-initiated responsibility to remain current and impactful). In these ways (i.e. sense of duty, integrity and purpose), CPD was framed as a value-driven act, echoing SDT’s assertion that internalized goals can be as powerful as intrinsic enjoyment in sustaining behavior. 23 Our findings also engage meaningfully with contemporary CPD literature. 28 – 31 Similar to recent work by Hanlon et al. 28 in Ireland and Wenghofer et al. 30 in Ontario, we found that social connection, perceived value of content, and modality flexibility remain central to faculty engagement. 28 , 30 However, our study brings added attention to the emotional and identity-based elements of CPD. Physician participants expressed a desire for programming that not only informs but inspires–content that reflects contemporary challenges such as digital innovation, health equity, and educational leadership. As the CPD landscape increasingly incorporates virtual platforms, asynchronous content, and AI-powered personalization, our data highlight the risk of losing the very elements that make CPD transformative. While participants welcomed the flexibility of online learning, many voiced concerns about the erosion of community, informal mentorship, and social accountability–elements that were seen as foundational to their professional well-being and engagement. Thus, a key implication is the need to balance innovation with intentional relationship-building such that when we build it, they will come. STUDY STRENGTHS AND LIMITATIONS This study is strengthened by its theory-informed approach, which offered a structured yet flexible lens for interpreting diverse faculty experiences. By integrating Adult Learning Theory, Self-Determination Theory, and Communities of Practice, we were able to generate a multidimensional understanding of faculty engagement that moves beyond attendance rates and logistical enablers/demotivators. Our collaborative inquiry design also amplified our participant voices, allowing for rich dialogue around meaning, identity, and motivation. Another strength of our study was in the breadth and heterogeneity of our sample. While Steinart’s study 11 , 12 focused on urban-based faculty, our study expanded to include faculty across specialties, practice settings, and geographic regions, we were able to capture a more nuanced picture of CPD engagement across [redacted for peer review]’s distributed academic system. Also, the inclusion of both high and non-attendees further broadened our insights into why CPD resonates (or fails to resonate) for different faculty. However, the study is not without limitations. Our findings are context-specific and grounded in a single institution’s faculty development ecosystem. While the findings may hold relevance for other distributed academic settings, caution should be exercised in generalizing them without further comparative analysis. FUTURE DIRECTIONS This work lays the foundation for several important lines of inquiry. As CPD moves further into digital and AI-enhanced territories, research could consider how new technologies can be used to augment rather than replace social learning. Also, there is a need to understand how hybrid models can preserve identity-affirming features such as mentorship, peer validation, and relational safety, while still offering scalable and accessible learning opportunities. Furthermore, longitudinal studies exploring the impact of theory-informed CPD design on faculty retention, role satisfaction, and academic productivity could also be valuable, as would comparative studies across academic institutions and health systems. CONCLUSION In this study, we explored the facilitators that motivate faculty to participate in university-organized CPD across a distributed academic setting. Our findings showed that CPD was far more than a professional requirement; it is a space of identity nurturing, collegial affirmation, and mental energy renewal. Findings showed that faculty members are drawn to CPD programming that speaks to their evolving roles as clinicians, educators, and leaders, and that affirms their place within a broader academic community. Theories of adult learning, self-determination, and community of practice were instrumental in helping us understand how faculty engagement was shaped not just by their content but by connections as well. By designing responsive, inclusive, and safe learning environments, academic institutions can transform CPD from an obligation into an opportunity for professional growth, for connection, and for thriving in the love of learning. Abbreviations CME: Continuing Medical Education CPD: Continuing Professional Development ENT: Ear, Nose and Throat EM: Emergency Medicine FD: Faculty Development ICU: Intensive Care Unit USask: University of Saskatchewan Declarations Ethics approval and consent to participate: This study was reviewed by the University of Saskatchewan behavioral ethics board and received exemption status as per Article 2.5 of the Tri-Council Policy Statement (TCPS): Ethical Conduct for Research Involving Humans. Informed consent that was obtained from all of the participants prior to data collection. Consent for publication: Not applicable Availability of data and materials: The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request. Competing interests: The authors report no Conflicts of Interest. Funding: This study was supported by the Saskatchewan Medical Association’s Committee on Rural and Regional Practice (CORRP) and the Saskatchewan College of Family Physicians (SCFP). Authors' contributions: All authors (UO, CH, TSW, JB, and CM) contributed to the conceptualization, methodology, and design of this study. UO contributed to the data collection, management, analysis, original draft writing, review, editing and revisions of this study. CM and TSW were involved in and contributed to the review and editing several drafts of this study. All authors (UO, CH, TSW, JB, and CM) read and approved the final manuscript for submission. Acknowledgments: We acknowledge the leaders and members of the Division of Continuing Medical Education and Faculty Development, University of Saskatchewan, Saskatoon, Canada. References Steinert, Y. (2020). Faculty development: From rubies to oak. Medical Teacher , 42 (4), 429–435. 10.1080/0142159X.2019.1688769 Ahmed, K., Wang, T. T., Ashrafian, H., Layer, G. T., Darzi, A., & Athanasiou, T. (2013). The effectiveness of continuing medical education for specialist recertification. Canadian Urological Association Journal = Journal De L'Association Des Urologues Du Canada , 7 (7–8), 266–272. 10.5489/cuaj.378 Steinert, Y. (2017). Faculty Development: From Program Design and Implementation to Scholarship. GMS J Med Educ , 34 (4), Doc49. 10.3205/zma001126 Steinert, Y., & Mann, K. V. (2006). Faculty development: principles and practices. Journal Of Veterinary Medical Education , 33 (3), 317–324. 10.3138/jvme.33.3.317 Pisacane, A. (2008). Rethinking continuing medical education. 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E., Boillat, M., et al. (2010). Faculty development: if you build it, they will come. Medical Education , 44 (9), 900–907. 10.1111/j.1365-2923.2010.03746.x Steinert, Y., McLeod, P. J., Boillat, M., Meterissian, S., Elizov, M., & Macdonald, M. E. (2009). Faculty development: a 'field of dreams'? Medical Education , 43 (1), 42–49. 10.1111/j.1365-2923.2008.03246.x Grimes, K., & Swettenham, J. (2012). Compass for Transformation: Barriers and Facilitators to Physician Engagement. :87. Williams, E. S., Konrad, T. R., Scheckler, W. E., et al. (2001). Understanding physicians' intentions to withdraw from practice: the role of job satisfaction, job stress, mental and physical health. Health Care Management Review , 26 (1), 7–19. 10.1097/00004010-200101000-00002 Shanafelt, T. D., Oreskovich, M. R., Dyrbye, L. N., Satele, D. V., Hanks, J. B., Sloan, J. A., & Balch, C. M. (2012). Avoiding burnout: The personal health habits and wellness practices of US surgeons. Annals of Surgery , 255 (4), 625–633. 10.1097/SLA.0b013e31824b2fa0 Maslach, C., & Leiter, M. P. (2008). Early predictors of job burnout and engagement. Journal of Applied Psychology , 93 (3), 498–512. 10.1037/0021-9010.93.3.498 Milliken, A. D. (2014). Physician engagement: a necessary but reciprocal process. Canadian Medical Association Journal , 186 (4), 244–245. 10.1503/cmaj.131178 McLeod, P. J., & McLeod, A. H. (2004). If formal CME is ineffective, why do physicians still participate? Medical Teacher , 26 (2), 184–186. 10.1080/01421590310001643136 Harrison, C., & Hogg, W. (2003). Why do doctors attend traditional CME events if they don't change what they do in their surgeries? Evaluation of doctors' reasons for attending a traditional CME programme. Medical Education , 37 (10), 884–888. 10.1046/j.1365-2923.2003.01626.x Bridges, D., & McGee, S. (2011). Collaborative Inquiry. In J. Higgs, A. Titchen, D. Horsfall, & D. Bridges (Eds.), Creative spaces for qualitative researching: living Research (pp. 213–222). Sense. [redacted for peer review]. (2024). From field of dreams to back to the future? Exploring barriers to participating in continuing professional development (CPD) programs. Bmc Medical Education , 24 (1), 106. 10.1186/s12909-024-05038-5 Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy . Cambridge Books. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior . Plenum. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity . Cambridge University Press. Canadian Institutes of Health Research (CIHR), Natural Sciences and Engineering Research Council of Canada (NSERC), Social Sciences and Humanities Research Council of Canada (SSHRC). Tri-Council policy statement. Ethical conduct for research involving humans. Ottawa, ON: Government of Canada (2022). Available from: Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans – TCPS 2 (2022) (ethics.gc.ca). Published 2022. Assessed August 16, 2023. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qual Res Psychol , 3 (2), 77–101. O'Brien, B. C., Harris, I. B., Beckman, T. J., Reed, D. A., & Cook, D. A. (2014). Standards for reporting qualitative research: a synthesis of recommendations. Academic Medicine , 89 (9), 1245–1251. 10.1097/ACM.0000000000000388 Hanlon, H. R., Prihodova, L., Russell, T., Donegan, D., O'Shaughnessy, A., & Hoey, H. (2021). Doctors' engagement with a formal system of continuing professional development in Ireland: a qualitative study in perceived benefits, barriers and potential improvements. British Medical Journal Open , 11 (11), e049204. 10.1136/bmjopen-2021-049204 O'donovan, R., & Mcauliffe, E. (2020). A systematic review of factors that enable psychological safety in healthcare teams. International Journal For Quality In Health Care , 32 (4), 240–250. 10.1093/intqhc/mzaa025 Wenghofer, E. F., Marlow, B., Campbell, C., Carter, L., Kam, S., McCauley, W., & Hill, L. (2014). The relationship between physician participation in continuing professional development programs and physician in-practice peer assessments. Academic Medicine , 89 (6), 920–927. 10.1097/ACM.0000000000000243 Allen, K. A., Kern, M. L., Rozek, C. S., McInereney, D., Slavich, G. M., & Belonging (2021). A Review of Conceptual Issues, an Integrative Framework, and Directions for Future Research. Aust J Psychol , 73 (1), 87–102. 10.1080/00049530.2021.1883409 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6924164","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":502117615,"identity":"9858a871-1ad2-403d-9f62-7922d25cb7c4","order_by":0,"name":"Udoka Okpalauwaekwe","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA9klEQVRIiWNgGAWjYFCCBGYQwcDADubZgAhmIrVA1KWRruUwYS0Gx5MPG/yoSMvjb2Z+wMxTcT5xfvvxxwYMNXa4tZx5lpzYcyanWOIwmwEzz5nbiRvO5BgnMBxLxq3lRo7xAd62isSGwwwGzLxtQC0MOcwHGBtwOw6k5eBfoJb5h9k/ALWcS5zf//wxUEs9Xi3JvG05iRsO84BsOZDYcCPBOIGx4TBOLZJAvxjLnEkrNjzMU3Bwzplk4w033hgbJBw7jlMLHzDEJN9UJOfJHW/f+OBNhZ3s/P70xxIfaqpxaoGBBBBxAJVLjJZRMApGwSgYBVgBAKHVWMq3G/YzAAAAAElFTkSuQmCC","orcid":"","institution":"University of Saskatchewan","correspondingAuthor":true,"prefix":"","firstName":"Udoka","middleName":"","lastName":"Okpalauwaekwe","suffix":""},{"id":502117616,"identity":"22d2e841-4c4f-478c-ba7f-fdacd3f4d325","order_by":1,"name":"Carla Holinaty","email":"","orcid":"","institution":"University of Saskatchewan","correspondingAuthor":false,"prefix":"","firstName":"Carla","middleName":"","lastName":"Holinaty","suffix":""},{"id":502117617,"identity":"c74a4096-6bdc-4306-ab12-05a56f9e6923","order_by":2,"name":"Tom Smith-Windsor","email":"","orcid":"","institution":"University of Saskatchewan","correspondingAuthor":false,"prefix":"","firstName":"Tom","middleName":"","lastName":"Smith-Windsor","suffix":""},{"id":502117618,"identity":"61cdc665-14fd-41b7-a4d8-03262e4d938e","order_by":3,"name":"James W. Barton","email":"","orcid":"","institution":"University of Saskatchewan","correspondingAuthor":false,"prefix":"","firstName":"James","middleName":"W.","lastName":"Barton","suffix":""},{"id":502117619,"identity":"4a12fcfd-5969-4ade-8bf6-11e0fc61bd55","order_by":4,"name":"Cathy MacLean","email":"","orcid":"","institution":"University of Saskatchewan","correspondingAuthor":false,"prefix":"","firstName":"Cathy","middleName":"","lastName":"MacLean","suffix":""}],"badges":[],"createdAt":"2025-06-18 14:54:05","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6924164/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6924164/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":89376836,"identity":"5db9e6cc-ebd7-4b85-a86e-51a3abae675a","added_by":"auto","created_at":"2025-08-19 11:14:30","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1261932,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6924164/v1/5cac26a8-9b59-4164-8cfc-925c5dbcc651.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"If we build it, will they come? A theory-informed understanding of what motivates faculty engagement in Continued Professional Development (CPD)","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eMaintaining lifelong knowledge and skills is essential for physicians\u0026apos; clinical competence, teaching effectiveness, and professional growth.\u003csup\u003e1,2\u003c/sup\u003e In most academic institutions, these needs are addressed through Faculty Development (FD) and Continuing Medical Education (CME), both of which fall under the broader umbrella of Continuing Professional Development (CPD). FD activities are designed to enhance capabilities in teaching, leadership, and research,\u003csup\u003e3,4\u003c/sup\u003e while CME focuses on keeping physicians clinically up to date within their specialties.\u003csup\u003e2,5\u003c/sup\u003e These CPD offerings are particularly important for physician faculty who must balance clinical duties with academic, teaching, and administrative roles.\u003csup\u003e4,6,7\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eDespite the importance of CPD, participation among faculty remains inconsistent, especially in the distributed medical education system \u003cstrong\u003edelivered through\u003c/strong\u003e the College of Medicine at the [redacted for peer review] (USask). Existing literature offers substantial insight into the barriers to CPD engagement which includes time constraints,\u003csup\u003e8\u0026ndash;12\u003c/sup\u003e logistical difficulties,\u003csup\u003e13\u003c/sup\u003e professional dissatisfaction,\u003csup\u003e9,14\u003c/sup\u003e perceptions of irrelevance,\u003csup\u003e15\u003c/sup\u003e and lack of institutional connection.\u003csup\u003e12\u003c/sup\u003e Less is known, however, about what motivates physicians to actively participate, especially in contexts where clinical and geographic isolation are common. Steinert et al.\u003csup\u003e11\u0026nbsp;\u003c/sup\u003e in 2010 though, explored motivators for FD engagement, highlighting factors like relevance of content, networking opportunities, and personal growth.\u003csup\u003e11\u003c/sup\u003e Other studies, including McLeod and McLeod,\u003csup\u003e18\u003c/sup\u003e and Harrison and Hogg,\u003csup\u003e19\u003c/sup\u003e identified similar drivers for CME participation, which included, acquisition of new knowledge, and maintenance of professional license.\u003csup\u003e18,19\u003c/sup\u003e While informative, these studies were primarily conducted in large, urban academic settings; as such, they may not have fully reflected the experiences of physicians practicing in rural or distributed environments, where unique challenges and context-specific factors influence engagement.\u003c/p\u003e\n\u003cp\u003eDespite significant investment in faculty engagement and programming, attendance at university-organized CPD events has remained low among the College of Medicine at the [redacted for peer review]\u0026rsquo;s more than 2,000 physician faculty members across the province. To better understand how CPD participation could be improved in our setting, we undertook a quality improvement (QI) study within the College to explore ways to enhance physician and clinical faculty engagement. As part of an ongoing effort to enhance faculty engagement in CPD, this sub-analysis extends our earlier QI study on barriers to participation,\u003csup\u003e20\u003c/sup\u003e by focusing on the factors that positively influence engagement to inform future programming improvements.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudy Objectives\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis sub-analysis was conducted as part of a broader quality improvement (QI) initiative led by the Faculty Development and Continuing Medical Education (FD/CME) units at the [redacted for peer review]. The overarching aim was to better understand and address the persistent challenge of low participation in CPD programming among physician faculty, particularly across the College of Medicine\u0026rsquo;s geographically distributed education system.\u003c/p\u003e\n\u003cp\u003eHence, the specific objectives of this sub-analysis analysis were to:\u003c/p\u003e\n\u003col style=\"list-style-type: lower-alpha;\"\u003e\n \u003cli\u003eIdentify key factors that motivate physician faculty to engage in university-organized CPD activities, with attention to their lived experiences across diverse clinical, teaching, and geographic contexts.\u003c/li\u003e\n \u003cli\u003eInterpret the participants\u0026rsquo; insights using a theory-informed lens, drawing on Adult Learning Theory, Self-Determination Theory, and Communities of Practice to uncover deeper motivational drivers.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"METHODOLOGY AND METHODS","content":"\u003cp\u003e\u003cstrong\u003eStudy Design and Theoretical Frameworks\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eOur qualitative study was informed by collaborative inquiry.\u003csup\u003e20\u003c/sup\u003e Detailed description of the overall methodology \u0026nbsp; have been published previously. \u003csup\u003e21\u003c/sup\u003e To further guide both the initial design and interpretation of the findings, we adopted a theory-informed approach, drawing on three complementary frameworks that reflect the relational, psychological, and practical dimensions of adult learning and faculty development. They were Adult Learning Theory, Self-Determination Theory (SDT) and Communities of Practice (CoP). \u0026nbsp;\u003cem\u003eAdult Learning Theory\u003c/em\u003e,\u003csup\u003e22\u003c/sup\u003edeveloped by Knowles in 1980, positions adult learners as self-directed individuals with a wealth of lived experience, who are most motivated when learning is problem-centered, relevant, and immediately applicable to their professional context.\u003csup\u003e22\u003c/sup\u003e This framework helped us foreground the practical concerns, preferences, and autonomy of the faculty participants in shaping their CPD experiences.\u0026nbsp;\u003cem\u003eSelf-Determination Theory\u003c/em\u003e (SDT),\u003csup\u003e23\u003c/sup\u003e developed by Deci and Ryan in 1985, provides a psychological lens to explore the motivations of participants more deeply. According to SDT, individuals are most likely to engage and thrive when their psychological needs for autonomy (i.e., control over one’s actions), competence (i.e., a sense of effectiveness), and relatedness (i.e., connection to others) are met.\u003csup\u003e23\u003c/sup\u003e We perceive that these core motivational needs could facilitate understanding how and why certain CPD offerings were more meaningful or compelling for some participants than others. Finally, we drew on the concept of Communities of Practice (CoP),\u003csup\u003e24\u003c/sup\u003e introduced by Wenger in 1998. CoP views learning as a \u003cem\u003esocially situated\u003c/em\u003e process that unfolds through mutual engagement, shared repertoire, and the development of a collective identity within a professional community.\u003csup\u003e24\u003c/sup\u003e We thought this framework especially useful for interpreting how collegial relationships, informal mentorship, and a sense of professional belonging may have or may not have influenced faculty perceptions of and participation in CPD.\u003c/p\u003e\n\u003cp\u003eWhile \u003cstrong\u003eSteinert et al.\u003c/strong\u003e\u003cstrong\u003e,\u003c/strong\u003e\u003csup\u003e11\u0026nbsp;\u003c/sup\u003eoffered foundational insights into motivations for attending Faculty Development (FD) in Canadian academic medicine, our study builds on this by applying \u003cstrong\u003etheoretical lenses\u003c/strong\u003e that reveal the \u003cstrong\u003epsychological and relational mechanisms\u003c/strong\u003e behind faculty motivation.\u003csup\u003e22-24\u003c/sup\u003e This approach enabled us to move beyond qualitative narrative description of the motivating factors to CPD participation, and toward a more nuanced understanding of \u003cstrong\u003ewhy\u003c/strong\u003e CPD participation matters, and how it is experienced by faculty in diverse settings.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSetting and Participants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study took place within USask College of Medicine’s distributed education system, which has over 2,000 physician faculty members across urban, rural, and remote areas of [redacted for peer review]. We used purposive sampling to invite participants using the University’s FD and CME listservs. Eligibility criteria included current or recent participation in CPD programming (within the last year).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Considerations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study received \u003cstrong\u003eexemption status\u003c/strong\u003e from the [redacted for peer review] Behavioural Research Ethics Board under \u003cstrong\u003eArticle 2.5 of the Tri-Council Policy Statement (TCPS 2)\u003c/strong\u003e\u003cstrong\u003e,\u003c/strong\u003e\u003csup\u003e25\u0026nbsp;\u003c/sup\u003ewhich permits exemption for QI-focused work. Informed consent was obtained from all participants prior to data collection.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA detailed description of the data collection process is already published previously.\u003csup\u003e21\u0026nbsp;\u003c/sup\u003eWe conducted virtual focus groups and individual interviews. The sessions were facilitated by members of the research team using a \u003cstrong\u003esemi-structured discussion guide\u003c/strong\u003e. To ensure consistency, all sessions began with a brief explanation of the project’s QI focus and objectives. All discussions were designed to be conversational, allowing participants to expand on their experiences and reflect critically on current CPD practices.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFor this study we focused our data analysis on one key discussion prompts \u0026nbsp;which was: 1) “\u003cem\u003eWhat encourages you to attend university-organized CPD programs?\u003c/em\u003e” All focus group and individual interview recordings were professionally transcribed and analyzed using \u003cstrong\u003ethematic analysis\u003c/strong\u003e, guided by Braun and Clarke’s six-step framework.\u003csup\u003e26\u003c/sup\u003e Coding was conducted independently by members of the research team and supported using \u003cstrong\u003eNVivo 12\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;(\u003c/strong\u003eQSR International). \u0026nbsp;The University’s Canadian Hub for Applied and Social Research (CHASR) also independently analyzed the transcripts for themes.\u0026nbsp;Codes were then reviewed, refined, and organized into broader theoretical categories informed by our pre-selected frameworks.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eWe then employed a theory-informed, inductive-deductive (abductive) approach to thematic analysis that unfolded in several iterative and reflective stages. Initially, transcripts were read closely and coded line by line, with open coding used to capture participants’ own language and experiences without applying pre-existing categories. This inductive phase allowed for the emergence of preliminary codes and themes directly from the data. As patterns began to take shape, we shifted into a more deductive approach, engaging with our pre-selected theoretical frameworks (i.e., Adult Learning Theory, Self-Determination Theory, and Communities of Practice)to guide the interpretation of themes. These frameworks served as scaffolds, enabling us to link emergent categories to deeper motivational constructs, such as autonomy, relatedness, competence, and identity. Throughout the process, we engaged in iterative cycles of coding, review, and discussions to refine themes and ensure alignment with both the data and the theoretical lenses. Discrepancies in interpretation were resolved through consensus, and decisions were continually revisited in light of both participants’ meaning and theoretical fit. This iterative process allowed for \u0026nbsp; abductive reasoning (i.e., an ongoing interplay between empirical observation and conceptual insight).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEnsuring Rigour and Trustworthiness\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo ensure the credibility and dependability of our findings, we employed several strategies throughout the research process. We engaged in triangulation across coders, practice settings, and theoretical frameworks to enrich our interpretations. Member checking was conducted by sharing preliminary findings with participants, allowing them to validate our interpretations. Finally, our reporting adhered to the Standards for Reporting Qualitative Research (SRQR),\u003csup\u003e27\u003c/sup\u003e providing a structured guide for transparency and methodological rigor throughout the study.\u003c/p\u003e"},{"header":"FINDINGS","content":"\u003cp\u003e\u003cstrong\u003eParticipant Characteristics\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA total of 34 individuals participated in the study, comprising 18 (53.0%) who completed individual interviews and 16 (47.0%) who engaged in one of three focus group discussions.Just under half of participants (41.2%, n=14) reported attending a university-organized Continuing Professional Development (CPD) event within the past two years, while 58.8% (n=20) reported no recent CPD attendance.Urban-based physicians made up 73.5% (25/34) of the sample, while 26.5% (9/34) practiced in rural areas. 56.3% (18/34) of the physician participants were Canadian Medical Graduates (CMGs) and 43.7% (14/34) were International Medical Graduates (IMGs). The group was evenly split by gender (17 males and 17 females).Ethnic representation included White (17/34; 50.0%), Asian or Middle Eastern (10/34; 29.4%), and Black (7/34; 20.5%) participants, with no respondents identifying as Indigenous. Over half (19/34; 55.9%) had been in practice for 20 or more years, and 38.2% (13/34) had similar long-term affiliations with the [redacted for peer review].Family Medicine was the most represented specialty (18/34; 52.9%), followed by Surgery (4/34; 11.8%), Pathology (3/34; 8.8%), and other specialties including Emergency Medicine, ICU, Psychiatry, Hematology, and Anesthesiology. A descriptive characteristic of participants is already published previously.\u003csup\u003e21\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eOverview of Thematic Findings\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eOur thematic analysis identified \u003cstrong\u003esix primary facilitators of CPD participation\u003c/strong\u003e within the university’s CPD programming. We interpreted these findings \u0026nbsp; using the theoretical lenses of \u003cstrong\u003eAdult Learning Theory,\u003csup\u003e22\u003c/sup\u003e\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003cstrong\u003eSelf-Determination Theory (SDT),\u003c/strong\u003e\u003c/strong\u003e\u003csup\u003e\u0026nbsp;23\u003c/sup\u003e and\u003cstrong\u003e\u0026nbsp;\u003cstrong\u003eCommunities of Practice (CoP),\u003csup\u003e24\u003c/sup\u003e\u003c/strong\u003e\u003c/strong\u003e to explain \u003cem\u003ewhat\u003c/em\u003e motivates faculty engagement in CPD, and \u003cem\u003ewhy\u003c/em\u003e these experiences are meaningful.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eA. Motivators for Attending CPD Events\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 1: Fostering Connectedness and a Sense of Belonging within/between Professional Colleagues\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e(SDT: Relatedness; CoP: Mutual Engagement)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe most salient theme across all \u0026nbsp;interviews and focus group discussions was the importance of community and collegiality. This was also a very common barrier to non-participation in our previously published study.\u003csup\u003e21\u003c/sup\u003eParticipants frequently described CPD as one of the few structured opportunities to reconnect with peers, share clinical and teaching experiences, and reaffirm their sense of belonging within the academic environment. This feeling was more intensified among physicians working in rural or isolated settings. The sense of connectedness described by some was beyond social connectedness, but deeply professional, and affirming of their roles as both clinicians and educators.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e“A lot of it for me is the understanding that networking and gaining those relationships are important… You don't really recognize that until you've done it a couple of times to realize how important it is.” – Rural family physician\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e“Professionally, you learn from other people…what are they doing, how are they dealing with things. I depend a lot on my colleagues. When I'm dealing with things, I just need someone to talk to and ask their opinion.” – Rural family physician and Health administrator\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e“Faculty development allows me to connect socially with people I generally wouldn’t run into. I think Pathologists experience a lot of disconnect… connectivity is what I miss the most.”– Urban-based senior pathologist\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThese reflections speak directly to \u003cstrong\u003eSelf-Determination Theory’s principle of relatedness,\u003c/strong\u003e\u003csup\u003e23\u003c/sup\u003e emphasizing how belonging and interpersonal support fuel motivation to engage. They also align with \u003cstrong\u003eWenger’s Communities of Practice\u003c/strong\u003e,\u003csup\u003e24\u003c/sup\u003e highlighting that learning occurs most meaningfully through \u003cstrong\u003emutual engagement, identity-building, and peer dialogue\u003c/strong\u003e within professional communities.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 2. Relevance and Quality of Content Facilitates Engagement and Competence\u003c/strong\u003e\u003cbr\u003e\u003cem\u003e(Adult Learning Theory: Relevance, Experience; SDT: Competence)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eMost faculty participants consistently emphasized that their decision to attend CPD sessions was heavily influenced by the topic’s practical relevance to their clinical or teaching context and the credibility of the presenter. This was also alluded to as a barrier for non-participation in our previously published study.\u003csup\u003e21\u003c/sup\u003e Engaging formats, expert-led sessions, and opportunities to gain applicable, current knowledge were especially highlighted as valuable incentives for participation.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e“Content is both a responsibility and a tool for engagement… but it should also be consensus driven. When the events \u0026nbsp;show there's a progressive mindset, \u0026nbsp;it challenges medical professionals \u0026nbsp;to take it to the next level.”—Urban Surgeon\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e“I look at the content because my time is precious. If I'm doing a CME, I need to know what need it is going to fulfill.”—Urban family physician\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThese reflections underscore the value of aligning CPD content with learners perceived professional gaps and interests, reinforcing both competence development and self-directed learning.\u003csup\u003e22,23\u003c/sup\u003e They also illustrate the need for CPD to address real-world clinical complexity, not just textbook knowledge, and to be framed in ways that clearly articulate relevance and practical takeaways.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 3. A Desire for Staying Current and Renewing One’s Professional Skills\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e(Self-Determination Theory: Competence; Adult Learning Theory: Self-direction)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eFaculty described a strong internal drive to stay clinically and academically sharp, particularly those with multiple roles in teaching, administration and clinical practice. This intrinsic motivation to “keep up” was often grounded in their own sense of professional standards, the responsibility to learners, and the evolving demands of medical practice.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e“I want to make sure there’s nothing updated that I missed… I want the expert to help me with that. I guess I could read the new guidelines, but I want real-life cases, something applicable.”\u003c/strong\u003e\u003cstrong\u003e—\u003c/strong\u003e \u003cem\u003eRural family physician\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e“I attend FD meetings because I want to keep my skills current…it matters to my teaching.”\u003c/strong\u003e— \u003cem\u003eUrban \u003cem\u003ePsychiatrist\u0026nbsp;\u003c/em\u003e\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e“I enjoy learning…so that’s OK. I tend to exceed the hours required for CME. It’s not about the points, it’s about staying sharp.”\u003c/strong\u003e— \u003cem\u003eUrban psychiatrist, with 20+ years in practice\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e“I love my clinical work in the ICU… but sometimes it can be day-to-day drudgery. Doing academic work gives it more meaningful. It helps to know there’s something beyond just the shift.”\u003c/strong\u003e— \u003cem\u003eUrban intensivist and early career faculty\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThese reflections underscore the value of \u003cstrong\u003ecompetence-building\u003c/strong\u003eand \u003cstrong\u003eself-directed learning\u003c/strong\u003e\u003cstrong\u003e,\u003c/strong\u003e\u003csup\u003e22\u003c/sup\u003e which are cornerstones of both adult learning theory and SDT.\u003csup\u003e23\u003c/sup\u003e CPD, when designed with opportunities for meaningful, current, and skill-enhancing content, affirms physicians’ commitment to lifelong learning while supporting their evolving clinical and academic identities.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 4. Learning as a Sense of Professional Responsibility\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e(\u003cem\u003eSelf-Determination Theory: Autonomy + Relatedness; Communities of Practice: Shared Norms\u003c/em\u003e)\u003c/p\u003e\n\u003cp\u003eAnother salient theme emerging across the interviews was the deeply held sense of duty and professional accountability that many faculty members associated with CPD participation. This sense of duty was not merely about fulfilling external requirements such as CME credits, but an internalized value system grounded in the identity and \u003cem\u003eethos\u003c/em\u003e of being both a physician and an educator. Participants frequently described CPD engagement as part of a broader professional commitment to continuous improvement and contribution to the academic community.\u003c/p\u003e\n\u003cp\u003eOne rural physician framed CPD as a moral imperative, invoking the core values of the profession:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e“Continuing medical education was part of our Hippocratic Oath… We took an oath to be personally responsible and accountable… It was deeply ingrained that the quality of who you are as a physician is a function of how active you are in maintaining academic integrity and constantly learning.”— Rural family physician, late career\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThis sentiment extended beyond individual motivation to collective responsibility. Another participant described how they embedded a culture of learning in their local team, even in the absence of formal CME credit:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e“Every Friday we have education rounds. They don’t get any CME credits for it, but the discussion is so lively… they say, ‘that’s why I love coming back.’ I start with reading the Hippocratic Oath—just to remind us why we are doctors in the first place.” — Rural physician leader, mid-career\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe language of obligation also surfaced in discussions about academic identity. For some, the very term \"faculty development\" implied a meaningful professional expectation:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e“The word development, for me professionally, is a powerful accountability word. It’s not just a title…it means I have a responsibility to keep growing as an academic and teacher.”— Urban educator, mid-career\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eEven newer faculty members noted that while institutional expectations were sometimes unclear, their personal values drove continued participation in CPD:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e“There’s no statement in your contract that says what’s expected of you as a faculty member—you have to initiate it yourself. But I do it because I believe in it.”— Early career faculty member\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThough some might initially perceive duty as an external motivator, these reflections may point to a deeper, value-based form of \u003cem\u003eautonomous\u003c/em\u003e motivation. According to Self-Determination Theory,\u003csup\u003e23\u003c/sup\u003e such internalized regulation (where external roles align with personal identity and values) can sustain engagement as effectively as intrinsic enjoyment. This theme also resonates with Wenger’s Communities of Practice,\u003csup\u003e24\u003c/sup\u003e wherein shared professional norms and a sense of mutual responsibility form the foundation for meaningful engagement and ongoing contribution. As such, for many participants, CPD engagement was not a compliance-driven task but an affirmation of their purpose as clinicians, educators, and members of a learning community.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 5. Personal and Relational Benefits\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e(SDT: Autonomy; Adult Learning: Internal Motivation)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eWhile clinical relevance and professional obligation were core motivators, several participants highlighted more personal and relational incentives for engaging in CPD. These included the opportunity to relax, spend time with family, and combine professional development with wellness or travel. These reflections underscore how CPD engagement is not solely about professional identity or performance, it can also meet intrinsic, personally meaningful goals that contribute to overall well-being.\u003c/p\u003e\n\u003cp\u003eOne rural physician described the dual benefit of learning and leisure, stating:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e“I take the break off work and relax with friends and family and still get my CME points. My dad, my wife and kids are in the US… they meet me every other place.”—Rural family physician\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eSimilarly, another participant described the value of \u003cem\u003efamily-friendly\u003c/em\u003e conferences and the importance of work-life integration:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e“If you have a conference where the rest of the family can be an integral part… that work-life balance is everything. Some conferences in the U.S. even include childcare or amenities for families while you're in sessions. That makes a difference.”—Urban physician\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eAnother physician echoed this sentiment, noting that CPD should not only be seen as a professional obligation but also as a meaningful reprieve:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e“So, it’s not just a CME… it’s a break. A good location, good company, good content—I look forward to those.”—Urban faculty member\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eFor some, CPD was even viewed as an avenue for personal growth beyond clinical content. As one senior physician reflected:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e“I think it's a personal drive to just improve. It started from someone encouraging me to go, but now, I’m self-motivated… and I enjoy it.”—Family physician, and program director\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThese accounts reveal how CPD intersects with autonomy,\u003csup\u003e22\u003c/sup\u003e and self-directed learning,\u003csup\u003e23\u003c/sup\u003e not only in choosing what to learn but also in shaping when, where, and how to engage in ways that align with personal values and life priorities.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 6. Format Flexibility and Credit Efficiency\u003c/strong\u003e\u003cbr\u003e\u003cem\u003e(Adult Learning Theory: Structure + Autonomy)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eSeveral participants emphasized the importance of accessible, time-efficient CPD formats that align with the demands of their clinical schedules. As adult learners with competing responsibilities, many appreciated when CPD offerings were well-structured and offered high-yield learning with minimal time investment. For these participants, flexibility was not just a preference but a necessity, particularly for those juggling multiple roles or practicing in high-demand rural or specialist settings.\u003c/p\u003e\n\u003cp\u003eOne participant described how the streamlined nature of certain external CPD offerings made them especially attractive:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e“The Harvard one is short and intense—100 CME points in a very efficient format. It just works with how busy things get.” —Urban internist\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eAnother echoed the importance of formats that respect clinicians' time and autonomy, especially for those unable to attend in person:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e“I like the lectures short—twenty minutes or so—and then something interactive or hands-on after. That kind of mix keeps me engaged without taking my whole day.” —Urban critical care specialist\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eVirtual accessibility was frequently cited as a key enabler of participation. For rural or locum physicians in particular, asynchronous or recorded sessions allowed for flexibility without compromising learning quality:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e“Having the option to go back and look at recorded CME if the timing doesn’t work—it’s a game-changer.” —Rural family physician and department lead\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eSome participants also favored self-paced modules or programs that blended structured content delivery with the freedom to engage at their own convenience. This aligns with core tenets of adult learning theory, which highlights learners’ preference for autonomy, relevance, and immediate applicability.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e“Honestly, if it’s virtual and fits in between patients or after hours—I’m more likely to do it. Timing is everything.” —Hematologist and academic clinician\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThese insights highlight the growing demand for CPD programs that are not only content-rich but also respectful of physicians’ time, preferences, and diverse work environments.\u003csup\u003e22\u003c/sup\u003e The adult learning lens helps explain why flexibility in format and structure increases perceived value and actual engagement.\u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eThis sub-analysis sought to understand what motivates physician faculty to engage in university-organized Continuing Professional Development (CPD), particularly in the context of a distributed academic medical system. Drawing on three complementary frameworks: Adult Learning Theory (ALT), Self-Determination Theory (SDT), and Communities of Practice (CoP), we aimed to move beyond surface-level participation trends to uncover the deeper psychological, relational, and environmental factors that influence engagement.\u003c/p\u003e\u003cp\u003eOur findings reaffirm and extend the foundational work of Steinert and colleagues, who over a decade ago explored why clinicians participate in Faculty Development (FD). While themes such as relevance of content, collegiality, and professional growth continue to resonate, our work sheds light on how these motivators are shaped by the evolving realities of today\u0026rsquo;s faculty, particularly physicians balancing multiple clinical-academic roles in geographically dispersed (including rural and remote areas) or under-resourced environments. For many physicians, CPD emerged not only as an educational tool but as a relational space, that offered a sense of belonging, strength renewal, and professional affirmation. This finding aligns strongly with Wenger\u0026rsquo;s notion of CoP,\u003csup\u003e\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e\u003c/sup\u003e where learning is inherently social and embedded in shared identity and mutual engagement.\u003c/p\u003e\u003cp\u003eThe theoretical frameworks used in this study helped illuminate the nuances behind these motivators. Adult Learning Theory, for example, explains why the physician participants consistently emphasized content relevance, practical applicability, and autonomy in learning.\u003csup\u003e\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e\u003c/sup\u003e Physicians wanted CPD programming that respected their time and expertise, responded to real-world challenges, and was flexible enough to accommodate demanding schedules. This also confirms findings from our previously published piece that found time constraints as a major barrier to non-participation to CPD events.\u003csup\u003e\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e\u003c/sup\u003e Similarly, SDT\u003csup\u003e\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e\u003c/sup\u003e offered insight into the psychological needs underpinning engagement, particularly autonomy (choosing what and how to learn), competence (staying clinically and academically current), and relatedness (feeling connected to peers and the institution). These needs were reflected in our participants\u0026rsquo; appreciation for community-based formats, especially in-person workshops and interactive sessions that fostered collegiality and emotional safety.\u003c/p\u003e\u003cp\u003eThe relational and identity-affirming role of CPD was also underscored by participants who saw professional development not as a checkbox for maintaining licensure, but as a form of moral integrity, professional contribution, and academic stewardship. This notion (regarding a sense of duty and integrity), was especially apparent among rural faculty, who often spoke of CPD as a vital tether tying their local communities with the academic institution. Other physicians (including urban-based) emphasized that participating in CPD was part of their professional oath (a reaffirmation of purpose and self-initiated responsibility to remain current and impactful). In these ways (i.e. sense of duty, integrity and purpose), CPD was framed as a value-driven act, echoing SDT\u0026rsquo;s assertion that internalized goals can be as powerful as intrinsic enjoyment in sustaining behavior.\u003csup\u003e\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\u003cp\u003eOur findings also engage meaningfully with contemporary CPD literature.\u003csup\u003e\u003cspan additionalcitationids=\"CR29 CR30\" citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e\u003c/sup\u003e Similar to recent work by Hanlon et al.\u003csup\u003e\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e\u003c/sup\u003e in Ireland and Wenghofer et al.\u003csup\u003e\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e\u003c/sup\u003e in Ontario, we found that social connection, perceived value of content, and modality flexibility remain central to faculty engagement.\u003csup\u003e\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e,\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e\u003c/sup\u003e However, our study brings added attention to the emotional and identity-based elements of CPD. Physician participants expressed a desire for programming that not only informs but inspires\u0026ndash;content that reflects contemporary challenges such as digital innovation, health equity, and educational leadership.\u003c/p\u003e\u003cp\u003eAs the CPD landscape increasingly incorporates virtual platforms, asynchronous content, and AI-powered personalization, our data highlight the risk of losing the very elements that make CPD transformative. While participants welcomed the flexibility of online learning, many voiced concerns about the erosion of community, informal mentorship, and social accountability\u0026ndash;elements that were seen as foundational to their professional well-being and engagement. Thus, a key implication is the need to balance innovation with intentional relationship-building such that when we build it, they will come.\u003c/p\u003e\u003cdiv id=\"Sec26\" class=\"Section2\"\u003e\u003ch2\u003eSTUDY STRENGTHS AND LIMITATIONS\u003c/h2\u003e\u003cp\u003eThis study is strengthened by its theory-informed approach, which offered a structured yet flexible lens for interpreting diverse faculty experiences. By integrating Adult Learning Theory, Self-Determination Theory, and Communities of Practice, we were able to generate a multidimensional understanding of faculty engagement that moves beyond attendance rates and logistical enablers/demotivators. Our collaborative inquiry design also amplified our participant voices, allowing for rich dialogue around meaning, identity, and motivation.\u003c/p\u003e\u003cp\u003eAnother strength of our study was in the breadth and heterogeneity of our sample. While Steinart\u0026rsquo;s study\u003csup\u003e\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e,\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e\u003c/sup\u003e focused on urban-based faculty, our study expanded to include faculty across specialties, practice settings, and geographic regions, we were able to capture a more nuanced picture of CPD engagement across [redacted for peer review]\u0026rsquo;s distributed academic system. Also, the inclusion of both high and non-attendees further broadened our insights into why CPD resonates (or fails to resonate) for different faculty.\u003c/p\u003e\u003cp\u003eHowever, the study is not without limitations. Our findings are context-specific and grounded in a single institution\u0026rsquo;s faculty development ecosystem. While the findings may hold relevance for other distributed academic settings, caution should be exercised in generalizing them without further comparative analysis.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec27\" class=\"Section2\"\u003e\u003ch2\u003eFUTURE DIRECTIONS\u003c/h2\u003e\u003cp\u003eThis work lays the foundation for several important lines of inquiry. As CPD moves further into digital and AI-enhanced territories, research could consider how new technologies can be used to augment rather than replace social learning. Also, there is a need to understand how hybrid models can preserve identity-affirming features such as mentorship, peer validation, and relational safety, while still offering scalable and accessible learning opportunities. Furthermore, longitudinal studies exploring the impact of theory-informed CPD design on faculty retention, role satisfaction, and academic productivity could also be valuable, as would comparative studies across academic institutions and health systems.\u003c/p\u003e\u003c/div\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003e In this study, we explored the facilitators that motivate faculty to participate in university-organized CPD across a distributed academic setting. Our findings showed that CPD was far more than a professional requirement; it is a space of identity nurturing, collegial affirmation, and mental energy renewal. Findings showed that faculty members are drawn to CPD programming that speaks to their evolving roles as clinicians, educators, and leaders, and that affirms their place within a broader academic community. Theories of adult learning, self-determination, and community of practice were instrumental in helping us understand how faculty engagement was shaped not just by their content but by connections as well. By designing responsive, inclusive, and safe learning environments, academic institutions can transform CPD from an obligation into an opportunity for professional growth, for connection, and for thriving in the love of learning.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eCME: Continuing Medical Education\u003c/p\u003e\n\u003cp\u003eCPD: Continuing Professional Development\u003c/p\u003e\n\u003cp\u003eENT: Ear, Nose and Throat\u003c/p\u003e\n\u003cp\u003eEM: Emergency Medicine\u003c/p\u003e\n\u003cp\u003eFD: Faculty Development\u003c/p\u003e\n\u003cp\u003eICU: Intensive Care Unit\u003c/p\u003e\n\u003cp\u003eUSask: University of Saskatchewan\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate:\u0026nbsp;\u003c/strong\u003eThis study was reviewed by the University of Saskatchewan behavioral ethics board and received exemption status as per Article 2.5 of the Tri-Council Policy Statement (TCPS): Ethical Conduct for Research Involving Humans. Informed consent that was obtained from all of the participants\u0026nbsp;prior to data collection.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication:\u0026nbsp;\u003c/strong\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials:\u0026nbsp;\u003c/strong\u003eThe datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests:\u0026nbsp;\u003c/strong\u003eThe authors report no Conflicts of Interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u0026nbsp;\u003c/strong\u003eThis study was supported by the Saskatchewan Medical Association’s Committee on Rural and Regional Practice (CORRP) and the Saskatchewan College of Family Physicians (SCFP).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors' contributions:\u0026nbsp;\u003c/strong\u003eAll authors (UO, CH, TSW, JB, and CM) contributed to the conceptualization, methodology, and design of this study. UO contributed to the data collection, management, analysis, original draft writing, review, editing and revisions of this study. CM and TSW were involved in and contributed to the review and editing several drafts of this study. All authors (UO, CH, TSW, JB, and CM) read and approved the final manuscript for submission.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments:\u0026nbsp;\u003c/strong\u003eWe acknowledge the leaders and members of the Division of Continuing Medical Education and Faculty Development, University of Saskatchewan, Saskatoon, Canada.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eSteinert, Y. (2020). 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The relationship between physician participation in continuing professional development programs and physician in-practice peer assessments. \u003cem\u003eAcademic Medicine\u003c/em\u003e, \u003cem\u003e89\u003c/em\u003e(6), 920\u0026ndash;927. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1097/ACM.0000000000000243\u003c/span\u003e\u003cspan address=\"10.1097/ACM.0000000000000243\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAllen, K. A., Kern, M. L., Rozek, C. S., McInereney, D., Slavich, G. M., \u0026amp; Belonging (2021). A Review of Conceptual Issues, an Integrative Framework, and Directions for Future Research. \u003cem\u003eAust J Psychol\u003c/em\u003e, \u003cem\u003e73\u003c/em\u003e(1), 87\u0026ndash;102. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1080/00049530.2021.1883409\u003c/span\u003e\u003cspan address=\"10.1080/00049530.2021.1883409\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Faculty development, continuing medical education (CME), continuing professional development (CPD), facilitators, adult learning theory, self-determination theory, communities of practice","lastPublishedDoi":"10.21203/rs.3.rs-6924164/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6924164/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eIntroduction:\u003c/h2\u003e\u003cp\u003eContinued Professional Development (CPD) is essential for maintaining clinical excellence and supporting academic faculty roles. Despite ongoing investment, physician participation in CPD across the College of Medicine at the [redacted for peer review] remains inconsistent. This sub-analysis explored physician faculty perspectives on what motivates engagement, with the goal of informing improvements to the design and delivery of CPD programming.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e\u003cp\u003eWe conducted focus group and individual interview sessions with physician faculty members from both urban and rural practice sites. Discussions explored participants\u0026rsquo; experiences with university-organized CPD events, facilitators of engagement, and suggestions for future programming. Transcripts were analyzed thematically using a theory-informed lens grounded in Adult Learning Theory, Self-Determination Theory, and Communities of Practice.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eSix themes explaining why physicians participate in of CPD programming included: (1) fostering connectedness and sense of belonging, (2) relevance and quality of content, (3) a desire to stay current, (4) the love of learning as a sense of professional responsibility, (5) personal and relational benefits, and (6) learning format flexibility and credit efficiency. These themes reflected participants\u0026rsquo; intrinsic needs for autonomy, competence, and relatedness, and expounded on the relational, motivational, and identity-affirming dimensions of CPD participation.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e\u003cp\u003eFaculty engagement in CPD extends beyond content delivery. It is shaped by meaning, motivation, and connection. Programs that integrate inclusive, community-oriented approaches and are grounded in adult learning principles are more likely to foster sustained participation and professional renewal. Theory-informed CPD design may offer a path forward in reimagining engagement across distributed and evolving academic contexts.\u003c/p\u003e","manuscriptTitle":"If we build it, will they come? A theory-informed understanding of what motivates faculty engagement in Continued Professional Development (CPD)","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-19 11:06:23","doi":"10.21203/rs.3.rs-6924164/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"89b2df12-0df9-4932-b35b-613f9997825e","owner":[],"postedDate":"August 19th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-08-19T11:06:23+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-19 11:06:23","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6924164","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6924164","identity":"rs-6924164","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}