CPD is a vital component of professional practice and plays a crucial role in maintaining high standards of patient care, enabling career development, and adapting to advances in healthcare.

The College of Medical Associate Professionals (CMAPS), referred to as ‘the College’ in this document, supports its members in meeting both their individual professional development needs, and the general requirements set by the College.

CPD is essential to maintaining high standards of patient care and ensuring patient safety.

PAs work in dynamic healthcare environments where advancements and patient expectations demand continuous learning, improvement, and adaptation.

Effective CPD ensures that PAs maintain and enhance their competence, improves patient care, supports career development, and aligns to professional standards. By staying up to date with their CPD, PAs contribute to safer patient outcomes and the delivery of high-quality, evidence-based care.

The College recommends that all PAs follow this guidance. It provides practical advice on:

• Meeting the CPD expectations of 250 hours over a 5-year cycle, divided into specific areas of professional focus (streams).
• Identifying, planning, and documenting CPD activities.
• Reflecting on learning and demonstrating its impact on practice.
• Maintenance of a CPD portfolio.

The audience includes PAs, their clinical and educational supervisors, employers, medical Royal Colleges and societies, statutory bodies, patient and carer organisations, trade unions, professional bodies, regulatory bodies, educational institutions and training providers of PAs.

The College’s Continuing Professional Development (CPD) Physician Associate Framework (2025) provides a structured approach to lifelong learning for PAs. It outlines the expectations and requirements for professional growth, ensuring that PAs maintain and enhance their knowledge, skills, and competencies throughout their careers.

• Reflective Practice – Reflection is at the heart of effective CPD. Regular evaluation of performance is critical to identity learning needs. Reflection on how CPD activities have enhanced their knowledge, skills, and practice is a key principle.
• Relevance to Practice – CPD activities should align with the PAs role, professional development goals, and the needs of patients and healthcare services.
• Lifelong Learning – CPD is an ongoing process that supports the changing nature of healthcare. PAs enter a profession where the environment they work in is constantly evolving and changing. As such, keeping up to date is critical to a PA’s practice, and they are therefore lifelong learners for the duration of their career.
• Personal Responsibility – PAs are responsible for identifying their own learning needs and proactively seeking out opportunities to address them. They should be supported by their employer to identify and address their learning needs, through the development of a personal development plan (PDP).
• Impact Focused – CPD activities should contribute to the effectiveness of healthcare teams and systems, as well as patient safety, as much as individual development and competence. CPD should focus on the outcomes and reflections of the PA’s learning, demonstrating what has been learnt and the impact that learning will have on their practice, patients, and the wider healthcare system.

The CPD framework for the College is structured around a 5-year cycle. This timeframe has been chosen to align with the expected General Medical Council (GMC) revalidation timelines, ensuring that PA professional development is consistent with expected standards ​(2)​. This document will be reviewed alongside new guidance from the regulator.

The decision to structure CPD requirements over a 5-year cycle, rather than mandating annual completion, reflects a commitment to supporting flexibility and inclusivity for PAs. This approach recognises that PAs may face personal or professional circumstances that make achieving annual CPD targets challenging.

It is, however, expected that PAs will engage with CPD activities on a regular basis.

The CPD framework is divided into three distinct streams, each representing an important area of professional development for PAs. Streams provide a structured yet flexible approach to CPD, ensuring that learning activities address the breadth of knowledge, skills, and competencies required for modern healthcare practice.

A stream is a pathway of CPD that aligns with specific aspects of a PA’s role, responsibilities, and career progression. By organising CPD into streams, PAs can systematically plan and document their development across practice, pre-registration knowledge, and leadership or system-level contributions.

There are three streams:

• Stream 1 – Practice:
  • Enhancing and advancing knowledge and skills in your current role.
• Stream 2 – Core:
  • Maintaining and updating theoretical pre-registration knowledge and skills across all areas of clinical practice.
• Stream 3 – Impact:
  • Developing skills in leadership, management, research, and education to create a broader impact on healthcare delivery and team performance.

Core CPD is dedicated to maintaining and updating the theoretical knowledge and skills acquired during a PA’s pre-registration training. 

At the point of initial graduation, PAs are expected to demonstrate competencies across a wide range of clinical areas. Our recommendation, where possible, is an even distribution of CPD in this Stream to ensure PAs retain and enhance their theoretical understanding of the 18 areas of clinical practice, as outlined in the GMC PARA content map (3).​

The recommendation is that CPD hours are to be distributed across the three distinct Streams, ensuring a balanced approach to professional development:
 

• Stream 1: Practice
  • 100 hours over 5-years
• Stream 2: Core
  • 100 hours over 5-years
• Stream 3: Impact
  • 50 hours over 5-years

The distribution of CPD hours across different streams is NOT rigidly defined on an annual basis, instead the requirement focuses on engaging in CPD activities in all streams across the 5-year cycle in line with expectations set by the GMC for revalidation ​(2)​.

Different areas of practice, stages of employment, and career progression may influence how CPD activities are distributed among the streams.

Educational supervisors and PAs should regularly meet to review educational and career development needs, ensuring alignment between the PA’s development, job description, and role expectations. PAs new to practice should meet with their educational supervisor prior to commencing clinical work. This initial meeting should establish a Personal Development Plan (PDP) and set clear educational expectations, whether the PA is starting their first role as a newly qualified practitioner, transitioning within the same specialty, or moving to a different specialty. Establishing an open and consistent dialogue fosters continuous growth in knowledge and skills, supporting the PA’s career progression. This collaborative approach ensures effective professional development while maintaining safe and effective clinical practice, with patient safety remaining central to all activities.

Examples of tailored CPD in practice might include:

• Newly Qualified PAs: Early-career PAs may prioritise building specialty-specific clinical knowledge and skills to establish their practice in the first few years. This may include engagement with preceptorship programmes or equivalent. Therefore, their CPD may align more heavily with the Practice stream whilst establishing their practice.
• PAs established in Surgical/Medical Specialties: Those with established careers in medical specialties might focus on refreshing and broadening foundational knowledge acquired during pre-registration education, thereby aligning their CPD more with the Core stream.
• PAs established in Primary Care/Generalist Specialties: Those with established careers in generalist specialties might focus more on a particular area of interest or service provision need of the department/practice. Therefore, they may align more of their CPD to the Practice stream.
• Experienced PAs in Medical Specialties/Generalist Specialties: Those with more established careers and greater experience may wish to expand their scope and further develop their portfolio by engaging with audit/research or management responsibilities. Therefore, their CPD might align more with the Impact stream.
• PAs in Research, Education, or Management: For PAs whose roles are more research, education, or management-oriented, CPD may naturally align more closely with the Impact stream. Such individuals might exceed the recommended 50 hours in this stream over the five-year cycle however, as this is the PAs primary area of work, this would overlap with the Practice stream. They may, however, find that they need to revisit foundational knowledge in the Core Stream, especially if they do not work in a clinical specialty.

A key characteristic of the PA profession is the maintenance of core generalism. Some PAs become established within a set field of clinical practice, acquiring specific speciality-related knowledge and skills. The College expects all PAs to continually refresh their knowledge in other specialties. It is important to recognise that even if a PA has significant experience in one specialty, transitioning to another may not immediately allow them to practice at the same level. Therefore, initial discussions between the PA and their educational supervisor are crucial to ensure safe and effective clinical practice. Please refer to the College’s and United Medical Associate Professionals (UMAPs) collaborative ‘Base Scope of Practice’ document for further information (Insert hyperlink)

Considering this, the College recommends that PAs and employers—particularly in the absence of a revalidation exam—ensure that PAs transitioning to a new clinical specialty evidence a minimum of 20 hours in the Core stream in their portfolio during the year prior to the move. This approach emphasises the importance for PAs to maintain their core clinical knowledge throughout their careers and demonstrates to new employers that, although the PA may have worked in a different specialty, they have actively kept their core knowledge current with the latest guidance and practices.

This guidance acknowledges the diversity of PA roles and employment settings. By adopting a flexible and adaptable approach, CPD activities can remain aligned with:

• The PA’s career stage.
• Professional needs.
• Evolving scope of practice.

Such flexibility promotes continuous professional growth and supports the delivery of high-quality patient care and effective practice.

Ultimately, the responsibility for engaging with, recording, and evidencing CPD—alongside maintaining an up-to-date and relevant portfolio—rests with the PA, with support provided by their employer and educational supervisor. Whilst the College does not have the authority to mandate or audit CPD, the GMC, as the regulator, provides clear guidance on this matter​ (1)​, (2)​​. Adherence to these guidelines will be essential when revalidation is required.

More importantly, continuous learning and staying current with developments is a fundamental requirement for safe and effective clinical practice. Ensuring ongoing professional development is crucial to delivering high-quality patient care and maintaining patient safety.

The CPD year is a structured 12-month period during which PAs are expected to engage in and document activities that enhance their professional skills and knowledge. The CPD year is defined as follows:

• Initial Registration: The CPD year begins on the first day of the month following your registration with the General Medical Council (GMC). For example, if you register with the GMC on 15 March, your CPD year will start on 1 April.
• Revalidation: After completing a revalidation cycle, which typically occurs every five years, your new CPD year will commence on the first day of the month following your GMC-approval of revalidation.

As the PA and AA professions transition to regulation under the GMC, it is essential to address the interim period concerning continuing professional development (CPD) requirements for those who qualified prior to GMC regulation.

At present, the specific CPD engagement levels that employers should expect from PAs for making revalidation recommendations to the GMC are yet to be fully defined. The GMC is in the process of developing revalidation requirements for PAs, with further guidance expected following a GMC-led consultation on revalidation rules.

PAs who qualified more than two years ago should have adhered to the Faculty of Physician Associates (FPA) CPD guidance, which required 250 hours of CPD over five years, equating to 50 hours per year. Employers should expect to see evidence of this at the Physician Associate’s annual appraisal.

PAs are strongly advised to engage with and meet the College’s CPD Framework 2025 guidance. The CPD Year for PAs should align with the guidance above for ‘Initial Registration’, in that the CPD year begins on the first day of the month following your registration with the GMC.

Engaging in a diverse range of continuing professional development (CPD) activities is essential for PAs to maintain and enhance their professional knowledge and skills. The CPD framework recognises various forms of learning, each contributing to the individual PAs professional growth.

For CPD to be claimed, reflection on the learning that has taken place for each activity is essential to demonstrate professional development. Engaging in reflective practice involves critically analysing experiences, identifying learning points and areas for improvement. This self-assessment fosters continuous personal and professional development, enhancing decision-making and patient outcomes.

The College does not set a requirement on what types of activities a PA must undertake, nor the number of credits each activity holds. Individual PAs should utilise the guidance in this document and work with their educational supervisor to agree on a PDP. The College does however recognise the need to maintain a generalist knowledge as outlined in the GMC PARA content map ​(3)​

PAs should engage in a variety of CPD activities to ensure a comprehensive approach to professional development, enabling them to maintain competence, improve patient care, and adapt to the evolving healthcare landscape. A diverse CPD portfolio reflects a commitment to excellence and a proactive approach to meeting the challenges of modern practice.

To meet professional standards, PAs should explicitly link each activity to one or more of the GMC Good medical practice (GMP) domains ​(4)​.

Workplace based learning activities involve experiential learning within the workplace environment, directly related to day-to-day practice.

Examples include:

• Case Based Discussion (CBDs)
• Direct Observation of Procedural Skills (DOPS)
• Mini Clinical Evaluation Exercise (Mini-CEX)
• Acute Care Assessment Tool (ACAT)
• Peer Observation and Review of Teaching (PORT)
• Participating in and reflecting upon multidisciplinary team meetings
• Participating in clinical audits and quality improvement projects

Formal activities encompass structured learning opportunities that lead to recognised qualifications.

Examples include:

• Courses
  • Attending internal or external workshops, seminars or training courses
    • e.g. Resuscitation provider courses
  • Completing leadership or management courses
    • e.g. NHS Leadership Academy
• Qualifications
  • Postgraduate degrees
    • e.g. PGCert in Higher Education
  • Professional certifications
    • e.g. Speciality society or colleges certificates

Self-directed learning involves independent activities initiated by the individual, allowing for personalised and flexible education tailored to specific interests and needs.

Examples include:

• Reading journal articles
• Reviewing clinical guidelines and best practice guidance
• Reading textbooks

Professional activities contribute to the broader healthcare community and support the development of others, while also enhancing the PA’s own skills.

Examples include:

• Delivering teaching
• Examining
• Mentoring

These activities do not in themself demonstrate development of the individual. Reflection on the learning acquired through delivering these activities is critical.

For example:

• Delivering a lecture to a group of students would not count as CPD.
• Delivering a lecture in a new format, or through utilisation of a new educational learning theory, with feedback from learners and a personal reflection would count as CPD.
• Examining for an Objective Structured Clinical Examination (OSCE) would not count as CPD.
• Reflecting on the experience and the learning obtained as an examiner would count as CPD.

Other activities include additional learning experiences that enhance professional development and provide exposure to broader perspectives within the healthcare industry. These may include activities that facilitate networking, collaboration, and the exchange of ideas.

Examples include:

• Attending conferences
• Conducting research

Good Medical Practice (GMP) sets out the “principles, values, and standards of professional behaviour expected of all doctors, physician associates (PAs) and anaesthesia associates (AAs)” (4)​.

GMP is structured into four key domains:

• Domain 1: Knowledge, skills and development
• Domain 2: Patients, partnership and communication
• Domain 3: Colleagues, culture and safety
• Domain 4: Trust and professionalism

PAs should ensure that their CPD activities demonstrate development across all four GMP domains. Since a single CPD activity may align with multiple domains, reflections and supporting evidence should clearly outline which domain(s) are relevant and how the learning has contributed to professional growth and patient care ​(4)​.

By aligning CPD evidence with the GMP domains, PAs can meet regulatory expectations while demonstrating their commitment to professional excellence and safe, effective patient care.

All continuing professional development (CPD) should be recorded in a clear and accessible format, allowing your educational supervisor to easily review your activities during appraisals for the CPD year. A professional development portfolio serves as a valuable tool for documenting and evidencing a wide range of learning and activities that contribute to enhancing and improving patient care.

The College is currently refining its processes to support compliance with this fundamental requirement outlined by the GMC ​(2)​.

It is crucial to maintain a comprehensive record that meets the requirements set by the General Medical Council (GMC), in preparation for revalidation ​(2)​. Your professional development portfolio should encompass the following key areas, as outlined by the GMC for revalidation:

• Continuing professional development
• Complaints and compliments
• Feedback from colleagues
• Feedback from patients
• Quality improvement activity
• Significant events

The GMC states that you should discuss and reflect on this information at your annual appraisal, which is carried out by your employer. Once every five years, the GMC will ask your employer to make a recommendation to them, confirming that you are up to date and fit to practise.

A key component of this is keeping your knowledge and skills up to date by participating in continuing professional development.

Health Education England has provided guidance outlining common standards for CPD among MAPs. These standards have been reviewed and endorsed by the College as essential requirements to support adequate continuing professional development, ensuring safe and effective practice​ (5)​.

As such, the College recommends that employers of PAs:

• Need to ensure there are opportunities for CPD
• Need to ensure there are opportunities for assessment and appraisal
• Should provide financial support and study leave for external activity
  • e.g. education and training led by Medical Royal Colleges, Faculties etc., agreed via the appraisal process and PDP.

To facilitate PAs in fulfilling their CPD obligations, employers should:

• Provide Access to CPD Opportunities
  Ensure that PAs have access to relevant educational resources, training sessions, and professional development activities that align with the College’s CPD Framework.
• Allocate Time for Study
  Incorporate dedicated study time within the PAs job plan to allow for engagement in CPD activities without compromising clinical duties. The College recommends 40 Hours/Year for PA working full time hours.
• Foster a Supportive Environment
  Encourage a culture that values continuous learning and professional development, recognising the importance of CPD in enhancing patient care and service delivery.

By adhering to these expectations, employers contribute significantly to the professional development of PAs, ensuring they remain skilled, confident, and effective members of the healthcare team, while prioritising patient safety as a core responsibility.

1. ​General Medical Council. Continuing professional development. [Online],; 2012.. ​Available at: https://www.gmc-uk.org/education/standards-guidance-and-curricula/guidance/continuing-professional-development.
2. ​General Medical Council. Future revalidation for physician associates and anaesthesia associates. [Online], 2024. Available at: https://www.gmc-uk.org/registration-and-licensing/managing-your-registration/revalidation/future-revalidation-for-physician-associates-and-anaesthesia-associates.
3. ​General Medical Council. Physician Associates Registration Assessment (PARA) content map [Online],; 2022. Available at: https://www.gmc-uk.org/education/standards-guidance-and-curricula/standards-and-outcomes/pa-and-aa-prequalification-education-framework/pa-registration-assessment-content-map
4. ​General Medical Council. Good Medical Practice. [Online].; 2024. Available at: https://www.gmc-uk.org/professional-standards/good-medical-practice-2024.
5. ​Health Education England. NHS England. [Online].; 2019. Available at: https://www.hee.nhs.uk/our-work/medical-associate-professions.