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

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.