Prehospital emergency medical care (EMC) personnel in South Africa are required to participate in continuous professional development (CPD) to maintain clinical competence. This study examined the scope and accessibility of CPD opportunities, focusing on relevance, lifelong learning, and quality assurance. A narrative review of South African and international regulatory documents and scholarly literature was conducted, supplemented by archival analysis of EMC CPD activities accredited by the Health Professions Council of South Africa between 2017 and 2020. Reflexive thematic analysis highlighted equity and adult-learning considerations. Findings revealed significant geographic disparities, with CPD concentrated in urban provinces. Activities were predominantly workshops and guideline updates, reflecting a narrow, compliance-driven model that limits collaborative, practice-based learning. Minimal practitioner involvement in topic selection and an emphasis on continuing education units further constrained contextual relevance and meaningful engagement. Quality assurance processes were inconsistent and largely dependent on the organiser. Drawing on adult education theories, including andragogy, constructivism, social learning, and self-directed learning, the study critiques current practices and proposes a practice-oriented, learner-centred framework. This reconceptualisation positions CPD as more than regulatory compliance, advancing equitable, lifelong professional growth with implications for educators, programme designers, and regulators.
Sookram et al. (Tue,) studied this question.