Development of Recommendations on Improvement of Non-Technical Skills of Medical Practitioners in Framework of Continuing Professional Development

Objectives
To describe process, challenges and insights of development of recommendations on improvement of nontechnical skills in continuing professional development of medical practitioners.
Materials and Methods
Draft recommendations are developed based on theoretical assumptions (andragogy (Knowles), deliberate prac-tice (Ericsson); double loop learning (Argyris & Schön); meaningful learning (Ausubel); medical curricula
eval-uation (Kirkpatrick); experiential education (Dewey); experiential learning (Kolb); community of practice (Lave & Wenger); situated learning (Lave & Wenger); transformative learning; (Mezirow)) and series of practical stud-ies (e.g., Upenieks, 2019; Kaulēns & Upenieks, 2021; Upenieks, in-press).
Results
There are draft recommendations developed on different levels (systemic, provider, trainer and trainee) to enhance improvement of non-technical skills of medical practitioners within continuing professional development framework.
Conclusions
While importance of non-technical skills in health care is no more argued and based on number of studies, development of those, especially for practitioners not bended to formal education, seems to be challenge. It comprises curricula, learning and teaching approaches as well as value dimension, mediated by underlying normative (legislative) framework.