1

Chapter I

Introduction

The Philippine Republic Act of 10912 aims to mandate and strengthen the
continuing professional development program for all regulated professions,
creating the continuing professional development council, and appropriating
funds therefor, and for other related purposes. In this regard, the profession of
optometry is not exempted in the CPD act and its program wherein it is regulated
by the authority of the CPD council who officially accredits CPD providers to
conduct seminars, workshops and lectures that seeks the equipment of
optometrists with advanced knowledge, skills and values.

For almost a decade, the CPD has undergone a lot in its own history. In
1992, the commission of Professional Regulatory Board (PRC) has implemented
the Continuing Professional Education/Development (CPE/CPD) for all
professions to raise and enhance technical skills and competence of
professionals. A year later, Executive Order No. 56 placed the PRC in the year of
1993, with thirty-seven (37) Professional Regulatory Boards and two specialty
Boards and 271 staff, under the Office of the President. CPE was implemented in
fifteen professions. In 1995, CPE/D Councils for each of the professions were
constituted. President Fidel Ramos issued Executive Order No. 266 on July 25
institutionalizing CPE and making it mandatory for the renewal of professional
license. On the same date the PRC resolution No. 381 was issued for the
standardized guidelines and procedures for the implantation of the CPE
programs for all professionals. The CPE was fully implemented for all professions
with the issuance of Executive Order No. 266. In 1997

In 2008, the PRC resolution 2004-179, series of 2004, The Standardized

Guidelines and Procedures for the implementation of the continuing professional
education/development system for all professions was repealed moreover the
PRC resolution no. 2008-466, series of 2008 has revised the latter resolution and
 2

was implemented on that same year. In 2015, Senators Trillanes, Villar and
Escudero has authored an act formerly known as Continuing Professional act of
2015 in the Senate Bill No. 2581. It was only adopted as an amendment to house
bill 6423 a year after on May 23 2016 by the House of Representatives and has
lapsed into law on July 21, 2016 without the signature of the President hence
becoming the CPD act of 2016.

Despite the CPE/D being revised and promulgated for all professions
since 1992, many optometrists are either perplexed or uninformed which results
to disorder. With some opposing arguments from other optometrists, confusion to
the CPD act still remain. If the situation persists to exist, there would be an
obstacle to its implementation and regulation of the programs.

General Objectives:

The study seeks to determine the perception and awareness of Philippine

Optometrists towards the Continuing Professional Development act of 2016

Statement of the Problem:

This study desires to investigate the perception and awareness of

optometrists towards the implementation of the continuing program development
act of 2016 wherein optometrists are invited to participate in the study. The data
gathered from this study will provide information about the perception and level of
awareness of the respondents

1. What is the profile of the respondents in terms of:

1.1 Name
1.2 Gender
1.3 Academic Curriculum
1.3.1 6 year curriculum
1.3.2 5 year curriculum
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1.3.3 4 years with DPA

1.3.4 4 year curriculum

1.4 Type of practice

1.4.1 Private practice
1.4.2 Employee
1.4.3 Academic professor/ teacher
1.4 4 Industrial Consultant

2. Are the respondents aware of the CPD Act of 2016 in terms of?:

2.1 Purpose
2.2 Date of effectivity
2.3 Programs
2.4 Accredited Optometry CPD providers

3. Do the respondents agree that acquired CPD credits is mandatory (required)

for the renewal of professional license.

4. What is the perception of respondents in terms of:

4.1Increasing level of competence through attending CPD programs and

seminars
4.2Ensuring International alignment of competencies and qualification
through Career progression and Specialization programs
4.3 Improvement of the optometry profession through the CPD act

5. Are the respondents willing to attend seminars, trainings and conventions to

obtain CPD credits?

6. Based on the perception of the respondents, how beneficial is the CPD act of
2016 towards themselves as practitioners?
 4

7. Significant difference between the level of perception and awareness of

optometrists towards the implementation of CPD and their academic curriculum

8. Significant difference between the level of perception and awareness of

optometrists towards the implementation of CPD and their type of practice

Significance of the Study:

The researcher believes that the conducted study to determine the

awareness and perception of the Philippine Optometrists towards the
implementation and awareness towards the CPD act of 2016 will have an impact
on the following:

Respondents:

The study will give them insights about RA 10912 also referred as the
CPD act of 2016.

Philippine Optometrists:

This study may serve as a basis of self-evaluation which can help them
discover what knowledge they lack which may inspire them to seek the truth
about the policies in the newly enacted republic act.

AIPO/APO :

The results of this study can serve as a database of information that may
help encourage to them formulate effective ways of regulation and
implementation of policies.

MCU College of Optometry:

This study may act as reference tool in the subject of legal ethics and
jurisprudence, providing facts about the CPD act of 2016

Future researchers:
 5

Results could be utilized to investigate further areas that have not been fully
explored and explained in the present undertaking. Insights gained from this
research can guide future researcher in their search of relevant information that
can help in uplifting the Optometric profession

Definition of Terms:

4 year curriculum- an academic study and training under the four year course
program

4 year curriculum with DPA- an academic course of study under the four year
program with additional training and specialization on diagnostic pharmaceutical
agents.

6 year curriculum- an academic study and training under the six year course
program

Academic professor/ teacher- a professional who works within a university or a

college

AIPO/APO- Accredited Integrated Professional Organization/Accredited

Professional Organization

Awareness the cognitive knowledge or consciousness about something

Industrial consultant a professional who provides expert advice on company

products, paraphernalia or instruments.

CPD/E- Continuing professional development/education

Employee- A professional who works under a contract of employment

Perception- a way of regarding, understanding, or interpreting something

Private practice- the work of a professional who is independently managing

his/her own field of work
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Scope and Delimitations

The survey focused on determining the perception and awareness of
licensed Filipino optometrists who agreed to participate in the study.

Conceptual Framework

Figure 1 illustrated the paradigm of the study. The leftmost box indicates
the input needed which are the selected profile variables of the respondent
particularly the age, gender, academic curriculum attended, type and location of
practice. The middle box pertains to another set of variables in terms of
awareness, acceptance, perception to the profession, willingness and perception
towards self-practice of the respondents towards the CPD act. The right most
box represents the result of the study which can be identified as its implication to
the Optometry profession

Conceptual Paradigm:

PROFILE OF RESPONDENTS
Variables
AGE
Awareness
GENDER Implication to the
Acceptance
Academic curriculum Optometry Profession
Perception to the Profession
Type of practice
Willingness
Location of practice
Self-Perception

Figure 1. Perception and Awareness of the Philippine Optometrists towards the

Implementation and Regulation of the CPD act of 2016.
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Chapter II

Related Literature and studies

Related Literature

This chapter presents various literature and studies and related readings
that deals with the topic of this research. Those that were included in this chapter
are significant and acts as a support to the research undertaken.

On the 15th day of June 2016, a certain organization filed a civil case
against the Professional Regulatory Board (PRC) and Professional Regulatory
Board of Optometry. With the strong belief of this organization that CPE/CPD
units are not mandatory for the renewal of a professional license, a complaint
was filed on the court to resolve the issue. The president of this organization
stated that due to a certain revocation and newly imposed resolutions many of
them were confused and seeks clarifications. In this situation we cant hardly
deny that not only this organization, but some of the Philippine optometrists are
asking the same questions.

The legal bases of CPE can be rooted from the 1987 Philippine
constitution and the PRC Modernization act. Under Article XII of the 1987

1987 Philippine Constitution

In article XII section 14 the said constitution stated that The sustained
development of a reservoir of national talents consisting of Filipino scientists,
entrepreneurs, professionals, managers, high-level technical manpower and
skilled workers and craftsmen in all fields shall be promoted by the State. The
State shall encourage appropriate technology and regulate its transfer for the
national benefit. In this regard the state is ensuring the enhancement of all
 8

Filipino professionals through the enacted rules and regulations and laws so that
all professionals will perform to meet the standards set by the state.

Republic act no. 8981, the PRC modernization act of 2000

Is an act modernizing the professional regulation commission, repealing

for the purpose presidential decree numbered two hundred and twenty-three,
entitled "creating the professional regulation commission and prescribing its
powers and functions," and for other purposes. In R.A 8981 which is titled the
PRC Modernization act of 2000 tells us that the Professional Regulation
Commission is attached to the office of the President for general direction and
coordination (sec .3). The commission acts as a body to exercise general
administrative, executive and policy-making functions of the Commission. The
Commission shall establish and maintain a high standard of admission to the
practice of all professions and at all times ensure and safeguard the integrity of
all licensure examinations (sec .5). This act also states that the Powers,
Functions and Responsibilities of the Various Professional Regulatory Boards.
One of which is to regulate the practice of the professions in accordance with the
provisions of their respective professional regulatory laws. Regulation and
licensing of various professions and occupations, including the enhancement and
maintenance of professional and occupational standards and ethics and the
enforcement of the rules and regulations was state in the Regulatory Policies.
Rules and Regulations included the Effectively implementation of the policies.
Perform other Functions, Duties and to carry out the provisions of the Act,
various professional regulatory laws, decrees, executive orders, and other
administrative issuances.

These legal bases lay stands as the underlying support or foundation for
any idea, argument, or process regarding the CPD. The system or principles
according to which this process is carried on can be seen further on the stated
act and constitution. As seen on the previous it is the policy of the state to
 9

promote and upgrade the practice of the country. In section 2 of R.A 10912, the
state will institute measures that will continuously improve the competence of the
professionals in accordance with the international standards of the practice
hence ensuring their contribution in uplifting the general welfare, economic
growth and development of the nation.

Republic Act 10912, The Continuing Development Act of 2016

To clearly see what CPD is for, section 3 of RA 10912 defines it as

inculcation of advanced knowledge, skills and ethical values in a post licensure
specialization or in an inter multidisciplinary field of study, for assimilation into
professional practice, self-directed research and/or lifelong learning. In this
section, CPD credit unit is also seen as a value of an amount of learning that can
be transferred to an achieved qualification where accumulated credits
predetermines the levels for an award of a qualification. CPD credits can be
earned through attending a CPD program. The CPD program refers to asset of
learning activities accredited by the CPD council which aims to equip
professionals with advanced knowledge, skills and values in specialized or in an
inter-or multidisciplinary field of study, self-directed research and/or lifelong
learning. Accreditation for a CPD program is granted by the CPD council, a body
created to promote and ensure the continuous improvement of professionals in
accordance with national, regional and international standards of practice.

RA 10912 article III section 10 and 11 discusses CPD as a mandatory

requirement in the renewal of license and recognition of units. Whereas in
resolution no 2013-774 series of 2013 declares 45 CPE units are required for the
optometry profession. The renewal of licenses has been an issue not only in the
profession of optometry but in others as well. This section has absolutely
expressed the answer to one of the many questions of the profession.
 10

History of CPE/CPD

Some can account the confusion and dubiety to the new policies and
regulations to the repealing of acts and revision of policies. To provide a better
understanding in the situation, we can go deeper in its history to see what has
clearly occurred and to have a better view to what it has become now. The
Professional Regulation Commission was first created as a national government
agency by Presidential Decree (P.D.) No. 223 dated June 22, 1973, signed by
then President Ferdinand E. Marcos. It was previously called the Office of the
Boards of Examiners created by Republic Act No. 546 on June 17, 1950, under
the Civil Service Commission (CSC).

In 1992, Atty. Hermogenes P. Pobre assumed office as Commissioner.

Executive Order No. 200 was issued institutionalizing partial computerization for
all licensure examinations. Computerized application forms were pilot-tested in
the CPA licensure examination. In the same year, the PRC formulated its
Information Systems Strategic Plan (ISSP) to computerize vital agency
operations, leading to the partial computerization of licensure examinations for
marine deck and engineer officers through a Test Question Databank System
and computerized checking and rating of test results. The Commission
implemented the Continuing Professional Education (CPE) for all professions
and resumed the conferment of "Outstanding Professional of the Year" awards,
which was discontinued from 1986 to 1991. The Commission also started the
conferment of the "Outstanding Accredited Professional Organization of the
Year" award. The first PRC Commission Planning Conference was held.

The year 1993 witnessed the implementation of fully-computerized

examinations in fifteen professions through the Test Question Databank and
correction of test papers by Optical Mark Reader. Lloyd's List commended the
PRC for its computerization of the maritime examinations. Executive Order No.
56 placed the PRC, with thirty-seven (37) Professional Regulatory Boards and
two (2) Specialty Boards and 271 staff, under the Office of the President. CPE
 11

was implemented in fifteen professions. Delinquent professionals were delisted

from the rolls of registered professionals.

In 1995, the Office for Professional Teachers was established. CPE

Councils for each of the professions were constituted. Examination results were
released in an average of 14.4 days from 70 days in 1994. PRC monitored the
performance of schools in licensure examinations. President Fidel Ramos issued
Executive Order No. 266 on July 25 institutionalizing CPE and making it
mandatory for the renewal of professional license.

In 1996, decentralization of agency operations began with the full

operations of regional offices in the cities of Baguio and Cebu. PRC Offices were
also established in Legazpi, Cagayan de Oro and Davao. The first licensure
examination for teachers in August was administered to 97,560 examinees. The
Central Office Local Area Network was installed. The Association of Southeast
Asian Nations Coordinating Council for Services approved the Mutual
Recognition Agreement proposal of the PRC. Licensure examination results were
released in six days from an average of fourteen days in 1995. The First
Conference of Professionals was held in June. Administrative Order No. 260 was
issued in March further strengthening the CPE Councils by attaching them to the
PRBs and providing for their personnel complement and Trust Fund. The Office
of the CPE Councils was inaugurated on September 11.

The year 1997 saw the conduct of the Regional Management Conference
with the approval of Regional Action Plans and the Operational Framework for
Administration of Regional Offices. That year, the Regional Offices processed
59% of total applications for examinations. The Regional Coordinating Unit under
the Office of the Chairman was established. The CPE was fully implemented for
all professions with the issuance of Executive Order No. 266. Physical
improvements were completed at the PABE Office, OFAS and frontline offices. A
survey to gauge public awareness and perception towards the PRC was
conducted nationwide. Licensure examination results were released in an
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average of 5 days. Guests from Vietnam, Sri Lanka and Mongolia visited the
PRC to observe the computerized examinations and CPE programs.

The year 2000 saw the approval of the PRC Modernization Act. Test
results were released and published simultaneously in Manila and the regional
offices, within an average of three (3) days. The statistical report on performance
of schools (1994-1998) was released to the Commission on Higher Education.
Regional Offices in Iloilo and Tacloban were inaugurated. The Commission
directed the decentralization of monitoring of CPE provides and programs and
the provision of CPE database to Regional Offices. The Regional Email
Communications System was operationalized.

Commissioner Alfonso G. Abad assumed office as Acting Chairman in

February. The Implementing Rules and Regulations of R.A. 8981 were adopted
in February 15. Hon. Antonieta Fortuna-Ibe assumed office as the first lady
Chairperson on August 1. The Commission set new Thrusts and Priorities in
2001: Customer-Focused Service, Modernization through Full Computerization
and Restructuring, Integrity of Licensure Examinations, Good Governance,
Protection and Promotion of Filipino Professionals and Support to National
Development Priorities. Processing of professional IDs was reduced from 6
months in August to only 10 days at the end of the year. PRC started
the streamlining of systems and procedures and improvement of basic facilities.
A streamlined procurement system was installed with the creation of a new Bids
and Awards Committee. PRC declared all-out war against syndicates and fixers.
The new accounting curriculum was approved by CHED. The Philippines was
authorized to operate the APEC Engineer Register in October 19.

Good governance among the professions was launched with the signing
of Executive Order No. 220 ("Directing the Adoption of the Code of Good
Governance for the Professions in the Philippines") on June 23, 2003. The "no
deferment" policy was implemented. The Asia Pacific Economic Council
Engineer Registry with PRC as National Monitoring Committee was activated
 13

while the International Accounting and Auditing Standards was adopted. The
Commission complied with the International Maritime Organization deadline for
revalidation of '78 STCW Certificates and facilitated the issuance of '95 STCW
certificates. Customer-focused service was attained through streamlining of
procedures, color-coding and revision of forms, flowcharts, Customer Relations
Officers, and daily customer surveys. The new and upgraded PRC website was
launched with separate portals for each profession, PRB and APO.

The year 2003 was networking with government agencies and private
institutions. Memoranda of Agreement with the Department of Education,
Commission on Higher Education and the Philippine Overseas Employment
Administration required professionals to secure valid and updated PRC ID and
certificates of registration for employment purposes. The Philippine Chamber of
Commerce and Industry, the Employers Confederation of the Philippines, the
Management Association of the Philippines, and the Personnel Management
Association of the Philippines helped out in the drive to flush out fake
professionals by requiring job applicants for professional positions to submit PRC
IDs and registration certificates. The PRC networked with 25 government
agencies and private associations to assist in various good governance related
measures. Regional/field office budgets were rationalized in accordance with
volume of clientele and catchment area. Through reforms in bidding, the
Commission generated millions in savings in the procurement of computerized
application form and ID/answer sheets. After a brief stewardship of Chairperson
Alcestis Guiang, Dr. Leonor Tripon Rosero assumed as Acting Commission
Chairperson.

In 2004, the PRC worked for the passage of new professional regulatory
laws: Electronics and Communications Engineering, Geodetic Engineering,
Customs Brokers, Guidance Counseling, Dentistry, Veterinary medicine,
Medicine, Architecture, Physical Therapy, Medical Technology, and
Accountancy. Professional Identification Cards were released in 5 days, 10 days
 14

for professional teachers. Dr. Leonor Tripon-Rosero assumed office in August as

Commission Chairperson.

. The year 2010 saw the approval of The Roadmap to Quality Professional
Regulation as the short and medium-term strategic plan of the Commission. A
Committee on Research was created to screen and approve all requests of PRC
data for use in individual researches, ensure the confidentiality of the data and to
monitor and supervise the research undertaking. The PRC and CHED issued a
circular requiring State and Local Universities and Colleges to secure an
authority from CHED to operate board programs and for PRC not to admit
applicants for licensure examinations effective January 2011 from educational
institutions which failed to comply.

There are two milestones that has set the enforcement and strengthening
the CPE/D which is the PRC Resolution No. 2008-465 and PRC Resolution No.
2008-466

PRC Resolution No. 2008-465

Is implemented on 2008 for Standardized guidelines and procedures for

the implementation of the Continuing professional Education/development (cpe/
cpd) system for all Professions and implementation of revised standardized
Guidelines and procedures for the implementation for the Cpe/ cpd system for all
Registered and licensed Professionals. In sec 16, the total CPE credit units
(CUs) for registered and licensed professionals with baccalaureate degree shall
be sixty (60) credit units for three (3) years. Any excess credit units earned shall
not be carried over to the next three-year period except credit units earned for
doctoral and masteral degrees or for other special training. The total CPE credit
units (CUs) for registered and licensed professionals without baccalaureate
degrees shall be thirty (30) credit units for three (3) years. Any excess shall not
be carried to the next three-year period. One credit hour of CPE program, activity
or source shall be equivalent to one (1) credit unit. Programs and activities
 15

conducted by providers which were not pre-accredited may be given credit upon
submission of documents relevant to the programs to the APO CPEC and upon
approval of the Council. Attendance to the CPE Courses Offered by CPE Council
and PRC Accredited CPE Providers was set to be a Requirement for all
Professionals to be in Good Standing and Globally Competitive

PRC Resolution No. 2008-466

As stated in the resolution it is the implementation of revised Standardized

Guidelines and Procedures for the implementation of the CPE/CPD system for all
Registered and Licensed Professionals. The Commission hereby resolved, as it
now resolves, to prescribe, issue and promulgate the Revised Standardized
Guidelines and Procedures for the Implementation of the Continuing Professional
Education/Development (CPE/CPD) System for All Registered and Licensed
Professionals.

RATIONALE OF CPE

It is to ensure that our own professionals are globally competitive in

preparation for the effects of economic globalization, World Trade Organization,
As a sovereign member state, the Philippines has to deal with and prepare for
the implementation of the General Agreement for Services in Trade (GATS).
Association of Southeast Asian Nations (ASEAN), as member state, the
Philippines has to ensure that the Filipino professional is compliant with
established requirement in various Mutual Recognition
Arrangements/Agreements (MRA) entered into under the ASEAN Framework
Agreement on Services (AFAS)

The PRC works as the instrument of the Filipinos in securing for the nation
a reliable, trustworthy, and progressive system of developing professionals
whose competencies are globally competitive. They made the attendance to CPE
courses mandatory for registered professionals to
 16

(a) maintain status in good standing and

(b) globally competitive

(c) Prescribe, issue and promulgate the Revised Standardized Guidelines

and Procedures for the Implementation of the CPE/CPD System for all
Registered and Licensed Professionals.

Continuing Professional Education

At that time the CPE was noted to be the inculcation, assimilation, and
acquisition of knowledge, skills, proficiency and ethical and moral values, after
the initial registration of a professional that raise and enhance the professionals
technical skills and expertise. CPE programs were properly planned and
structured activities, the implementation of which requires the participation of a
determined group of professionals to meet the requirements of maintaining and
improving the occupational standards and ethics of the professionals. It is to
provide and ensure the continuous education of a registered professional with
the latest trends in the profession brought about by modernization and scientific
and technological advancement; Raise and maintain the professionals capability
for delivering professional services, Attain and maintain the highest standards
and quality in the practice of profession; Comply with the quality professionals
continuing ethical requirements; Make the professional globally competitive; and
Promote the general welfare of the public

The PRB shall create a CPE Council, upon approval of PRC. The powers
and functions of the CPE is to Accept, evaluate and approve: applications for
accreditation of CPE providers, applications for accreditation of CPE programs,
activities or sources as to their relevance to the profession and determine the
number of CPE credit units to be earned on the basis of the contents submitted
by the CPE providers and applications for exemptions from CPE requirements.
They also monitor the implementation by the CPE providers of their program,
 17

activities or sources. The CPE also Assess periodically and upgrade criteria for
accreditation of CPE providers and CPE programs, activities or sources.

The Involvement of APO comes when the need arises and upon approval
of PRC, the Council may delegate to APO to: the processing of application;
Keeping of all records of the CPE providers, Programs and to Credit units earned
by professionals The APO may create a counterpart CPE Council and may ask
for reimbursement of reasonable processing and record-keeping fees directly
from the applicants apart from the accreditation fee that such applicants pay
directly to PRC.

Resolution 2016-990 CPD

In Section 19 of Section 5: CPD Credited Units, Registered and licensed

professionals shall complete the required units every three (3) years as specified
in (Credited Units Required per Professional) or as specified in their Professional
Regulatory Law or as provided by the PRB and the Commission that may be
issued. Any excess CUs earned shall not be carried over the next three-year
period except credited units earned for doctorate and masters degrees or
specialty trainings which shall only be credited once during the compliance
period. Credit units may be earned by professionals who participate in programs
that emanate from the PRB for the development of the profession. And as stated
in this resolution the Optometry is required to have 45 CPD units for the renewal
of professional license

Continuing Development Act of 2015

The CPD Act of 2015 was approved by the Senate on its Third and final
reading, once the bill becomes a law, professionals will be required to undergo
formal and informal training before they can renew their licenses.
 18

The Bill States that:

ARTICLE III. CPD PROGRAM IMPLEMENTATION AND MONITORING

SEC. 10. CPD as Mandatory Requirement in the Renewal of Professional

License and Accreditation System for the Practice of Professions. The CPO is
hereby made as a mandatory requirement in the renewal of the Professional
Identification Cards (PICs) of all registered and licensed professionals under the
regulation of the PRC.

SEC. 11. Recognition of Credit Units. All duly validated and recognized CPO
23 credit units earned by a professional shall be accumulated and transferred in
accordance with 24 the Pathways and Equivalencies of the PQF

SEC.12. Career Progression and Specialization. The PRC and the PRBs, in
consultation with the AIPO/ APO, CSC, other concerned government agencies
and industry stakeholders shall formulate and implement a Career Progression
and Specialization Program for every profession. The Career Progression and
Specialization Program shall form part of the CPO. For this purpose, the CSC,
DOLE, PRe and PRBs shall update the qualification standards of all positions in
government and private firms or establishments involving the practice of
profession in order to align and meet the requirements of the
Professional Regulatory Laws, PQF and this Act.

SEC. 13. Role of Concerned Government Agencies and the Private Sector. All
concerned government agencies and private firms and organizations employing
professionals shall include the CPO as part of their human resource development
plan and program, and allocate the necessary funding requirement for the
attendance of their professionals in CPO Programs.
 19

According to Senator Antonio Trillanes, author of the bill and chairman of

the committee on civil service and government reorganization, said the bill aims
to boost the competence of professionals in the country.

In this set of acts and resolutions throughout the history the state has
aimed to uplift all profession through enforcement of law. Still, we can see the
dissatisfaction and expression of disagreement of different professions. Others
complain about the cost, some stated that they have not much enough of time for
attending programs, and there are a lot more that we can see and hear from
professionals. This resulted to different outcomes which in turn caused confusion
and misinformation.
 20

Related Studies

According to Peck (2000) The Continuing professional development is the

process by which health professionals keep updated to meet the needs of
patients, the health service, and their own professional development. It includes
the continuous acquisition of new knowledge, skills, and attitudes to enable
competent practice. There is no sharp division between continuing medical
education and continuing professional development, as during the past decade
continuing medical education has come to include managerial, social, and
personal skills, topics beyond the traditional clinical medical subjects. The term
continuing professional development acknowledges not only the wide ranging
competences needed to practice high quality medicine but also the
multidisciplinary context of patient care.

In her published article on Continuing medical education and continuing

professional development: international comparisons, it is stated that continuing
professional development is a process of lifelong learning in practice.
Internationally there is a move from continuing medical education (or clinical
update) to continuing professional development, including medical, managerial,
social, and personal skills Although the international systems vary in detail, there
are many common features of content and process that allow international
mutual recognition of activities in professional development. Most systems are
based on an hours related credit system where revalidation or recertification of
practitioners is required, demonstration of continuing professional development is
an important integral part of the process

The review of comparison between the involved states and countries has
shown that each has its different ways of implementing their CPD programs.
Attending Programs in Australia and New Zealand are mandatory and are also
managed by the respective medical colleges and faculties. They provide a
mechanism for members to show participation in both continuing medical
 21

education and quality assurance activities. In Canada, CPD is also mandatory

and has variety of educational options. Continuing medical education in the
United States is closely related to recertification. Not all medical specialty boards
require regular recertification, but recertification may be required. Although in
Europe there are legislated common features of medical undergraduate
education, plans are being developed by the European Union of Medical
Specialties for European accreditation of different systems. This European
accreditation committee will act as a clearing house for accreditation to allow
mutual recognition of credits between European countries, different specialties,
and the European and North American credit systems.

As we can see from the previous journal, CPD programs has been
enacted internationally. Professionals around the world are seeking to enhance
their competence and skills to uplift their own practice in their specialized fields.
Different countries have either three or five year cycles, and the number of
credits required varies from 50 to 100 per year. Other countries are considering
introducing an hours based system wherein the number of hours earned is
translated into credits. In the conclusion, their investigation has found out that,
approaches differ widely around the globe, but most rely on professional self-
regulation. Even where there is no mandatory system, many doctors are already
active participants in the process. Increasingly there are common features
between specialties and across borders and recognition of such between
national and international bodies. They mentioned that doctors have a personal
responsibility to participate in continuing professional development and have a
choice of a wide range of accredited educational activities to fulfil that
responsibility.

In Australia, Optometrists has the ability to provide primary low vision

services which include low vision assessment and rehabilitation. Low vision
rehabilitation and optical devices can help to maximize the remaining sight and
improve quality of life. A study by Bentley, et.al (2014) has distinguished CPD
 22

programs to be one of the effective solutions in advancing low vision services in

Australia. The effectiveness of low vision rehabilitation has been proved in
various clinical cases, although practice of low vision has demonstrated to be
beneficial, utilization is very low in Australia. In advancing their low vision
services, one key action to their solution plan is to educate the optometry
profession through continuing professional development seminars, workshops
and conference presentations. They recognize that there are greater
opportunities for continuing professional development related to low vision for the
practicing optometrists.
 23

Chapter III

Research design and methodology

This chapter provides the information about the research methods and
techniques of the study, research concept, research design, sampling design,
emplacement, instrumentation, procedures, and statistical treatment that will be
applied in the research study.

Research design

The research design used in this study is descriptive method. Descriptive

method observes, describes and documents aspects of situation as it naturally
occurs. It focuses on understanding the causes of behaviors, conditions and
situations by describing the relationship among variables than to infer cause and
effects relationship. The type of descriptive research method used was the
survey method. In survey method research, participants answer questions
administered through interviews or questionnaires. After participants answer the
questions, researchers describe the responses given by the respondents

Research Locale

The study was conducted in different areas across the country.

Research Sampling

The sampling technique used is the purposive sampling. It is a type of

nonprobability sampling in which the researcher selects specific elements or
subjects for inclusion in a study in order to ensure that the elements will have
certain characteristics relevant to the study. The respondents of the study are
professionally registered optometrists in the Philippines.
 24

Research instrumentation

The research instrument used in this study is the questionnaire. The

questionnaire is most frequently a very concise, preplanned set of questions
designed to yield specific information to meet a particular need for research
information about a pertinent topic. The research information is attained from
respondents normally from a related interest area. The dictionary definition gives
a clearer definition: A questionnaire is a written, printed or could be an online
format used in gathering information on some subject or subjects consisting of a
list of questions to be submitted to one or more persons. The questionnaire will
be distributed to the respondents of the study.

Research Procedure:

The research procedure began by conducting proper research to gather

information, facts and valid data to support the research study. After gathering
enough knowledge and evidence, the research undergoes permission. The
statement of the problem was constructed. From the statement of the problem, a
set of questions are made to formulate a questionnaire then it was distributed to
the respondents of the study. Through the use of internet, social networking sites
and online forms, unreachable respondents were able to participate in the study
through online media. The collected data were gathered and interpretation of
data was then formulated. Lastly, results and conclusion was formulated from the
interpretation
 25

FLOW CHART OF RESEARCH STUDY

GATHERING OF DATA APPROVAL OF RESEARCH DEFINING THE STATEMENT OF

THE PROBLEM

GATHERING OF DATA DISTRIBUTION TO THE FORMULATING A QUESTIONARE

RESPONDENTS

INTERPRETATION OF DATA RESULTS AND CONCLUSION

The researcher used the following statistical treatment of data:

Frequency distribution (F) - refers to the arrangement of data that shows the
number of responses per category or a number of rims a response occurred.

Percentage distribution (%) - was obtained by dividing the number of responses

per category which are total number of responses or the number of occurrence
with the value then multiply by 100 and followed by the symbol%

Formula is:

P= ___F___x100

N
 26

Where:

P= Percentage

F=Frequency of the respondents responses

N=total number of respondents

100=constant

For the determination of the respondents ratings, the Likert scale was
used for analysis. It is very common and widely used approach to scaling
responses and ratings format in survey research. Likert-type or frequency scales
use fixed choice response formats and are designed to measure attitudes or
opinions (Bowling, 1997; Burns, & Grove, 1997). These ordinal scales measure
levels of agreement/disagreement.

Points Verbal Interpretation Range of Interval

4 Strongly Agree 3.26-4.00

Strongly Beneficial

3 Agree 2.51-3.25

Moderately beneficial

2 Disagree 1.76-2.50

Mildly beneficial

1 Strongly Disagree 1.00-1.75

Not beneficial
 27

Chapter IV

Presentation, analysis and interpretation of data

This chapter presents the data gathering of the study, interpretation of the
results from the conducted survey. The findings relate to the research questions
that guided the study. Data is presented in tables, graphs or charts that
represents the results of gathered data.

Specific Question 1.1 What is the profile of the respondents in terms of gender

Table 1.1

Frequency and Percentage Distribution of the Profile of Respondents According

to Gender

MALE 40 19.8

FEMALE 150 74.3

NO DATA 12 5.9

202 100.0

Figure 1.2

MALE FEMALE NO DATA

6%
20%

74%
 28

The distribution of data according to gender is shown in Table 1.2 and

Figure 1.2. Presented data shows the majority of respondents are from the
female group with 78% of the population while the male respondents are at 22%.

Specific question 1.2 What is the profile of the respondents in terms of Academic
Curriculum

Table 1.2
Frequency and Percentage Distribution of the Profile of Respondents According
to Curriculum

CURRICULUM Frequency Percentage

6 YEAR CURRICULUM 92 45.5
4 YEAR CURRICULUM 101 50.0
4 YEAR CURRICULUM WITH DPA 9 4.5
TOTAL 202 100.0

Figure 1.2

Curriculum
6 YEAR CURRICULUM 4 YEAR CURRICULUM 4 YEAR CURRICULUM WITH DPA

4%

46%

50%
 29

Table 1.3 and figure 1.3 presents the frequency and percentage distribution of the
respondents according to curriculum. Most of the respondents came from the 6 year
curriculum with frequency of 54 respondents (42%) followed by 4 year curriculum with
frequency of 50 respondents (38%) then the 5 year curriculum with frequency of 22 (17%)
and lastly the 4 year curriculum with DPA which has the lowest frequency of 4 (3%.)
respondents

Specific question 1.4 what is the profile of the respondents in terms of location of
practice

Table 1.3

Frequency and Percentage Distribution of the Profile of Respondents According

to Location of Practice

LUZON 182 138.9

VISAYAS 11 8.4

MINDANAO 9 6.9

202 100.0

Figure 1.3

LUZON VISAYAS MINDANAO

5%
5%

90%
 30

Frequency and Percentage Distribution of profile According to the

Location of practice of the respondents are shown in table 1.4 and figure 1.4.
Most respondents are from Luzon area with a frequency distribution of 110
respondents having a percentage of 85%. The Visayas area has a frequency
distribution of 11 respondents having a percentage of 8% and Mindanao area
garnering the fewest frequency distribution of 9 respondents of having only a
percentage of 7%

Specific question 1.4 What is the profile of the respondents in terms of type of
practice

Table 1.4

Frequency and Percentage Distribution of respondents according to the type of

practice

PRIVATE PRACTICE 86.00 65.65

EMPLOYEE 107.00 81.68

ACADEMIC PROFFESSOR/TEACHER 6.00 4.58

CONSULTANT 3.00 2.29

202.00 100.00

Figure 1.4

PRIVATE PRACTICE EMPLOYEE

ACADEMIC PROFFESSOR/TEACHER CONSULTANT
3% 1%

43%

53%
 31

Table 1.5 and figure 1.5 presents the Frequency and Percentage Distribution of
respondents according to the type of practice of the respondents. There are 84
(64 %) respondents from the employees which has garnered the largest
percentage. 44(34%) are in private practice. A few are in the academic
profession/teacher with 3(2%) of the population. There are no consultants hat
have participated in the study.

2. Awareness of the respondents to the Continuous Professional Development Act of 2016

(CPD act of 2016)

Purpose

Table 2.1

Awareness of the respondents according to the purpose of the CPD act of 2016

RATING F
4 99 75.57
3 82 62.60
2 17 12.98
1 4 3.05
TOTAL 202 100.00

Figure 2.1

PURPOSE
75.57

62.60

12.98
3.05

1 2 3 4
 32

The CPD act of 2016 is an act mandating and strengthening the CPD
programs for all regulated professions, creating the continuing professional
development council, and appropriating funds therefor, and for other related
purposes (RA 10912). It is the declared by the the institute measures that will
continuously improve the competence of the professionals in accordance with the
international standards of practice, thereby, ensuring their contribution in uplifting
the general welfare, economic growth and development of the nation (RA 10912,
article 1 sec 1). The values presented on table 2.1 and figure 2.1 presents that
most of the respondents are moderately aware with 45.80%. 41.22% are strongly
aware and 10.69% are mildly aware. There are 2.29 of the population who are
unaware of the CPD act.

Date of effectivity

Table 2.2

Awareness of the respondents according to the date of effectivity of the CPD act of 2016

RATING F %
4 40.46 49.00
3 65.65 95.00
2 33.59 45.00
1 14.50 13.00
TOTAL 100.00 202.00
 33

Figure 2.2

DATE OF EFFECTIVITY
DATE OF EFFECTIVITY
65.65

40.46
33.59

14.50

1 2 3 4

In Article IV, sec. 19 of the CPD act of 2016 states that the effectivity of
the act shall take effect fifteen days following its complete publication in the
Official Gazette or in two newspapers of general circulation in the Philippines.
The awareness level of respondents according to the date of effectivity of the
CPD act of 2016 is shown on tables 2.2 and figures 2.2. 32 respondents (16.79
%) are fully aware, 58 (45.04%) are moderately aware, 32 (24.43%) are mildly
aware, and 18 (13.74%) are not aware. This data shows that majority of the
respondents have moderate awareness on the date of effectivity.

CPD programs

Table 2.3

Awareness of the respondents according to the programs of the CPD act of 2016

PROGRAMS
49.00 37.40
95.00 72.52
45.00 34.35
13.00 9.92
202.00 100.00
 34

Figure 2.3

PROGRAMS
PROGRAMS

72.52

37.40 34.35

9.92

1 2 3 4

Article 1, sec 1(i) of the CPD act of 2016 defines the CPD Program as a
set of learning activities accredited by the CPD Council such as seminars,
workshops, technical lectures or subject matter meetings, nondegree training
lectures and scientific meetings, modules, tours and visits, which equip the
professionals with advanced knowledge, skills and values in specialized or in an
inter- or multidisciplinary field of study, self-directed research and/or lifelong
learning. In table 2.3 and figure 2.3 the awareness of the respondents according
to the CPD programs are indicated. 21(16.03%) respondents are strongly aware
of the programs, 65(50.38%) are moderately aware 31 (23.66%) are mildly aware
and 13 (9.92%) are unaware. as seen on the results most respondents are
moderately aware of the CPD programs.
 35

AIPO and CPD providers

Table 2.4

Awareness of the respondents according to the AIPO and CPD providers of the CPD act
of 2016

110 83.97
70 53.44
17 12.98
5 3.82
202 100.00

Figure 2.4

ACCREDITED INTEGRATED
PROFESSIONAL ORGANIZATION AND
CPD PROVIDERS
83.97

53.44

12.98
3.82

1 2 3 4

Article 1, sec 3(b) defines as AIPO/APO as the Accredited Integrated

Professional Organization or the Accredited Professional Organization in a given
 36

profession while in sec 3(j) a CPD Provider is referred to a natural or juridical

person accredited by the CPD Council to conduct CPD ProgramsTable 2.4 and
figure 2.4 presents that 60 (45.80) of the respondents which has majority of the
respondents are strongly aware about the AIPO/APO. 50(38.17%) respondents
are moderately aware, 16 (12.21%) are mildly aware, and l there are 5 (3.82)
who are unaware.

Table 2.5

MEAN Awareness level of

Respondents
Purpose 3.26 Fully aware
Date of effectivity 2.65 Moderately aware
Programs 2.72 Moderately aware
AIPO and CPD providers 3.28 Fully aware

Figure 2.5

WEIGHTED MEAN
Weighted Mean
4.5
3.26

2.72
2.65

PURPOSE DATE OF EFFECTIVITY PROGRAMS AIPO AND CPD

PROVIDERS
 37

Table 2.5 and figure 2.5 presents the weighted mean of the results in the Likert scale.
The weighted mean in terms of purpose gained a weighted mean of 3.26 which is interpreted
as fully aware. The weighted mean in terms of date of effectivity gained a weighted mean of
2.65 which is interpreted as moderately aware. The weighted mean in terms of programs
gained a weighted mean of 2.72 which is interpreted as moderately aware. The weighted
mean in terms of AIPO and CPD providers gained a weighted mean of 4.5 which is
interpreted as fully aware.

Specific question 3: Do the respondents agree that acquired CPD credits is

mandatory (required) for the renewal of professional license.

Table 3.1

Perception of respondents regarding CPD credits as mandatory (required) for the

renewal of professional license.

STRONGLY AGREE 34 25.95

AGREE 120 91.60
DISAGREE 39 29.77
STRONGLY
DISAGREE 9 6.87
202 100.00

Figure 3.1
 38

STRONGLY AGREE AGREE DISAGREE STRONGLY DISAGREE

5%
17%
19%

59%

As the CPD act of 2016 began its implementation accumulation of CPD credits are
now required for renewal of professional license. In Article 3 sec.10 of the CPD act of 2016,
the CPD is hereby made as a mandatory requirement in the renewal of the pics
of all registered and licensed professionals under the regulation of the PRC. The
majority with 68 (51.91%) respondents has Agreed that it should be mandatory
followed by 34(25.95%) respondents who disagree about the mandatory status of
the CPD. A few respondents with a number of 20(15.27) were in a strong
agreement while a number of 9(6.87%) respondents are strongly disagreeing. In
figure 3.2, Likert scale has a mean rating of 2.77. This means that the scale
averaged the total of responses in an interpretation of good approval.

Figure 3.2

MEAN Approval rating

Level of approval 2.77 good

Specific question 4: What is the perception of respondents in terms of:

 39

Table 4.1

Increased level of competence through attending CPD programs and seminars

Rating
Frequency Percentage
Strongly agree (4)
74 36.63
Agree (3)
108 53.47
Disagree (2)
17 8.42
Strongly Disagree
(1)
3 1.49
Total
202 100.00

Figure 4.1

Increased level of competence

through attending CPD programs and
seminars
Increased level of competence through attending CPD programs and
seminars
53.47

36.63

8.42
1.49

1 2 3 4

Going back to the purpose of the CPD act in Article, 1 Sec. 2, the act aims to improve
the competence of professionals. The Competence of professional pertains to their
 40

ability that extends beyond the possession of knowledge and skills, which include
cognitive, functional, personal and ethical competence. It is presented in Table
4.1 and figure 4.1 that the majority with the number of 72(54.96%) respondents
agree that the CPD act can increase their level of competence by attending CPD
programs and seminars. 41 (31.30%) of the respondents strongly agree while 15
(11.45%) disagree and 3(2.28%) Strongly disagree.

Table 4.2

Ensured International alignment of competencies and qualification through

Career progression and Specialization programs

Rating
Frequency Percentage
Strongly agree (4)
63 31.19
Agree (3)
116 57.43
Disagree (2)
20 9.90
Strongly Disagree
(1)
3 1.49
Total
202 100.00

Figure 4.2
 41

Ensured International alignment of

competencies and qualification
through Career progression and
Specialization programs
Ensured International alignment of competencies and qualification through
Career progression and Specialization programs

57.43

31.19
9.90
1.49

1 2 3 4

In Article 2, Section 4 (b), the CPD programs are strengthened in order to ensure the
international alignment of competencies and qualification through career progression and
specialization programs in each profession this in con junction in Section 4 (a) the
enhancement and upgrading of the competencies and qualifications of
professionals for the practice of their professions pursuant to the PQF, the AQRF
and the ASEAN MRAs. In this way the CPD act can also prepare each
profession in the international field depending on the implementing rules and
regulation and regulating board of state or country. The majority with a number of
77(45.04%) respondents agree that the CPD act can ensure the International
alignment of competencies and qualification through Career progression and
Specialization programs as shown in tables 4.2 and figure 4.2. 36(16.79%) are
strongly agreeing while 15(24.43%) disagree and 3(13.74%) strongly disagree.
 42

Table 4.3

Improvement of the optometry profession through the CPD act

Rating
Frequency Percentage
Strongly agree
(4)
76 37.62
Agree (3)
105 51.98
Disagree (2)
17 8.42
Strongly
Disagree (1)
4 1.98
Total
202 100.00

Figure 4.3

Improvement of the optometry

profession through the CPD act
Improvement of the optometry profession through the CPD act

51.98

37.62

8.42
1.98

1 2 3 4

We can conclude that based on the definition and purpose of the CPD programs, the
CPD act of 2016 aims to improve the quality of all professions in the Philippines and
competence of every professionals locally and internationally. Table 4.3 and figure 4.3 will
present the frequency and percentage response of the chosen respondents. The Majority with
a number of 65 (50.38%) respondents agree that the CPD act can improve the Optometry
 43

profession. 46(16.03) of the respondents strongly agree while 15(23.66%)

disagree and 4(9.92%) strongly disagree.

Table 4.4

MEAN Interpretation
Increased level of competence 3.17 Agree
through attending CPD programs
and seminars
Ensured International alignment of 3.13 Agree
competencies and qualification
through Career progression and
Specialization programs
Improvement of the optometry 3.20 Agree
profession through the CPD act

Figure 4.4
 44

WEIGTHED MEAN

3.2
3.17

INCREASED LEVEL OF 3.13

ENSURED INTERNATIONAL IMPROVEMENT OF THE
COMPETENCE THROUGH ALIGNMENT OF COMPETENCIES OPTOMETRY PROFESSION
ATTENDING CPD PROGRAMS AND QUALIFICATION THROUGH THROUGH THE CPD ACT
AND SEMINARS CAREER PROGRESSION AND
SPECIALIZATION PROGRAMS

Table 4.4 and Figure 4.4 presents the weighted mean in the Likert scale
chart. The perception of respondents in terms of increased level of competence
through attending CPD programs and seminars gained a weighted mean of 3.17
which is interpreted as agree. The perception of respondents in terms of
Ensured International alignment of competencies and qualification through
Career progression and Specialization programs gained a weighted mean of 3.13
which is interpreted as agree. The perception of respondents in terms of
Improvement of the optometry profession through the CPD act gained a weighted
mean of 3.20 which is also interpreted as agree

Specific question 5. Are the respondents willing to attend seminars,

trainings and conventions to obtain CPD credits?

Table 5.1
 45

Willingness of respondents to attend seminars, trainings, and conventions to obtain CPD

credits

Frequency Distribution
YES 168 128.24
NO 34 25.95
202 100.00

Figure 5.1

YES NO

17%

83%

Table 5.1 and figure 5.1 shows that more of the respondents are willing to attend
seminars, trainings and conventions to obtain CPD credits. 101(77.86%) out of
130 respondents are willing while 29 (22.14%) are not willing to attend.

Specific question 6: Based on the perception of the respondents, how

beneficial is the CPD act of 2016 towards themselves as practitioners?

Table 6.1
 46

Perception of the respondents on how beneficial is the CPD act of 2016 towards
themselves as practitioners

STRONGLY BENEFICIAL 76 37.62

MODERATELY
BENEFICIAL 95 47.03
MILDLY BENEFICIAL 23 11.39
NOT BENEFICIAL 8 3.96
202 100.00

Figure 6.1

STRONGLY BENEFICIAL MODERATELY BENEFICIAL

MILDLY BENEFICIAL NOT BENEFICIAL

4%
11%

38%

47%

Table 6.1 and figure 6.1 refers to the frequency and percentage of the perception of
the respondents in accordance of how beneficial is the CPD act of 2016 towards
themselves as practitioners. The majority with 65 (50.38%) of the respondents
perceive that it is moderately beneficial. 39 (29.77%)of the respondents perceive
that it is strongly beneficial while 19(14.50%) perceives it as mildly beneficial and
lastly 7(5.34) does not perceive it as not beneficial
 47

Table 6.2

MEAN Perception level

Perception of respondents 2.77 Moderately Beneficial

The mean average from the Likert scale in table 6.2 has measured the total responses
of the respondents in terms of their perception level on how beneficial is the CPD act towards
themselves as practitioners has earned moderately beneficial perception level with 2.77 mean
value.

Specific Question 7. Is there a significant difference between the level of

perception and awareness of optometrists towards the implementation of CPD
and their academic curriculum

8. Significant difference between the level of perception and awareness of

optometrists towards the implementation of CPD and their type of practice
 48

Chapter V
Summary, Conclusion and Recommendations

This Chapter presents the summary, conclusion and recommendations

regarding the Perception and Awareness of the Philippine Optometrists towards
the Implementation and Regulation of the Continuous Professional Development
act of 2016. The summary includes a brief and concise statement of the general
objective or main purpose as well as the specific problems of the study, the
significance of the study, the methods of research used including the
respondents involved in the study; as well as the research instruments and
sampling design techniques utilized in the whole process of research. It also
includes textual and numerical summary of important data and significant results
or findings of the study especially upon which the conclusion is based.

The purpose of this study was to determine the Perception and

Awareness of the Philippine Optometrists towards the Implementation of the
CPD act of 2016. The Respondents of the study are Optometrists across the
country and was
 49

Summary of Findings

1. Profile of Respondents according to

1.1 Age

The majority of the respondents was found at the 20-24 age group with a
frequency distribution of 44 respondents having a percentage of 34.0%

1.2 Gender

The Majority of the respondents are females with frequency distribution of

101 respondents having a percentage of 78.0%

1.3 Academic Curriculum

The Majority of the Respondents are from the 6 year curriculum with
frequency distribution of 54 respondents having a percentage 42.0% which is
closely followed by the 4 year curriculum with frequency distribution of 50
respondents having a percentage of 38.0%

1.4 Type of Practice

 50

Most of the respondents are employees which has a frequency distribution

of 84 respondents garnering a percentage of 64%

1.5 Location of Practice

The Largest population of respondents came from the Luzon area with a
frequency distribution of 110 respondents garnering a percentage of 85%. There
are no consultants that participated in the study

2. Awareness of Respondents on the CPD act of 2016

The respondents level of awareness on the CPD act of 2016 was derived
from the four selected categories: Purpose, Date of effectivity, Programs and
Accredited Integrated Professional Organization and CPD providers

2.1 Purpose

The majority of the respondents have answered moderately aware with

45.80%. In total, the awareness level of all the respondents on the purpose of the
CPD act is Fully aware with a weighted mean of 3.26

2.2 Date of effectivity

The majority of the respondents have answered moderately aware with

45.04%. In total, the awareness level of all the respondents on the date of
effectivity of the CPD act is Moderately aware with a weighted mean of 2.65

2.3 Programs
 51

The majority of the respondents have answered moderately aware with

50.38%. In total, the awareness level of all the respondents on the programs of
the CPD act is Moderately aware with a weighted mean of 2.72

2.4 AIPO and CPD providers

The majority of the respondents have answered fully aware with 45.80%.
In total, the awareness level of all the respondents on the AIPO and CPD
providers of the CPD act is Fully aware with a weighted mean of 3.28

3. Mandatory status of the CPD act of 2016

Most of the Respondents with a frequency distribution of 68 garnering a

percentage of 51.91% answered agree in regards to the mandatory status of
the CPD programs. In total the perception of respondents is agree with a
weighted mean of 2.75

4. Perception of respondents

The respondents level of perception towards the CPD act of 2016 was
categorized in three variables: Increased level of competence through attending
CPD programs and seminars, Ensured International alignment of competencies
and qualification through Career progression and Specialization programs and
Improvement of the optometry profession through the CPD act

4.1 Increased level of competence through attending CPD programs and

seminars

That the majority with the number of 72(54.96%) respondents agree that
the CPD act can increase their level of competence by attending CPD programs
 52

and seminars. The computed weighted mean of the total responses is agree
with a value of 3.17

4.2 Ensured International alignment of competencies and qualification

through Career progression and Specialization programs

The majority with a number of 77(45.04%) respondents agree that the

CPD act can ensure the International alignment of competencies and
qualification through Career progression and Specialization programs. The
computed weighted mean of the total responses is agree with a value of 3.13
4.3 Improvement of the optometry profession through the CPD act

The majority with a number of 65 (50.38%) respondents agree that the CPD act can
improve the Optometry profession. The computed weighted mean of the total
responses is agree with a value of 3.2.

5. Willingness

Majority of the respondents are willing to attend seminars, trainings and

conventions to obtain CPD credits with a population 101out of 130 garnering
77.86% percentage

6. Self-Perception

Majority of the respondents with frequency distribution of 65 garnering a

percentage of 50.38% perceive that it is moderately beneficial to them as a
practitioner. The computed weighted mean of the total responses is moderately
beneficial with a value of 2.77
 53

Conclusion

Based on the summary of the findings of the study, the following conclusions were
derived:

1. Since the Majority of the respondents are located in Luzon area and are from the 20-30 age
group and most of them are in the 6 year curriculum , the weight of the response of the survey
were mostly influenced from them.

2. The Majority of the respondents are fully aware on the purpose and the AIPO and CPD
providers. On the other hand, they are moderately aware on the programs and date of
effectivity of the CPD act of 2016. The majority population is agreeing on the mandatory status
of the act. The majority also agree that the CPD act can increase their competence and
enhance the quality of practice. They are also willing to attend CPD programs to earn CPD
Credits for the renewal of their professional license. In their own perception, they can benefit
moderately from the CPD act.

3. The study is a basic source of a statistical information for future references and future
Studies about the CPD act of 2016

Recommendation
 54

With the findings and conclusion of the study, recommendations were formulated as follows:

1. There is a need for improvement in the awareness of the respondents in the date of
effectivity and programs of the CPD act of 2016

2. The Philippine Optometrists may be given a seminar or introductory lecture about the CPD
act and its system for better understanding about the enacted republic act.

3. Discussion of the RA 10912 may be of good supplemental topic in Ethics and jurisprudence
in the curriculum

4. Data could be more presented in a more favorable manner if more respondents are
involved.

5. The results of the study can provide valuable insights to the Regulatory boards, AIPO, CPD
providers

6. The future researchers are encouraged to conduct similar studies by utilizing

other variables like comparison of perception and awareness between the 6 year
curriculum and the 4 year curriculum.
 55

Bibliography

Related Literature:

RA 10912 Continuing Professional Development of Act 2016

RA 8050 Revised Optometry Law of 1995

Resolution No. 2013-774 (Series of 2013) - Revised Guidelines on the

Continuing Professional Development (CPD) Program for all registered and
licensed professionals

PD no. 223 Creating the professional regulation commission and prescribing its
powers and functions

The 1987 constitution of the Republic of the Philippines Article XII

RA 8981 PRC Modernization Act of 2000

PRC Resolution No. 2008-465

PRC Resolution No. 2008-466

Related Studies:

Bentley, S., Jackson, A., Johnston, A., Napper, G., Hodgson, M., & Soong, G. et
al. (2014). Advancing low vision services: A plan for Australian optometry.
Clinical And Experimental Optometry, 97(3), 214-220.
http://dx.doi.org/10.1111/cxo.12139
 56

Cathy Peck, T. (2000). Continuing medical education and continuing professional

development: international comparisons. BMJ : British Medical Journal,
320(7232), 432. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1117549/

APPENDIX A

Greetings!

I am Sigfred Aoas, an Intern student from Manila Central University- College of

Optometry working on my thesis paper about Perception and Awareness of
Philippine Optometrists towards the Implementation and Regulation of the
Continuing Professional Development Act of 2016 (CPD Act of 2016)

I am hoping for your participation in this research by answering the provided

questions sincerely. Your Identity and responses to each question will be kept
confidential and anonymous. This is a non-political survey and all information
that will be provided will only be used purely for research. The gathered data will
surely be kept in private and will be handled discretely.

For any clarifications, questions or other inquiries, please do contact me through

this mobile number 09178771560 or email me at sigfr3d418@gmail.com Thank
you very much and God speed.

Best Regards,

Aoas, Sigfred

________________________________________________________________

LETTER OF CONSENT
 57

I, ________________________________________, am willing to participate in

the study conducted by Sigfred Aoas ,the researcher, entitled Perception and
Awareness of the Philippine Optometrists towards the Implementation of the
Continuing Professional Act of 2016. I am agreeing to provide the data required
by answering the questions truthfully knowing that all of the information that will
be provided in the survey is solely for the purpose of this research.

______________ ______________

Signature Date

APPENDIX B

Dr. Christine Rodriguez

Dean of College of Optometry
Manila Central University
EDSA, Caloocan City 1400

Greetings,

This letter is to inform you that I, the researcher, is to proceed to the next

step of my study. I am hereby asking for your permission for the distribution of

my research questionnaires. The questionnaires will be distributed to the chosen

respondents of the study in a survey form. Attached on this letter is the copy of

my questionnaire. Your permission to conduct this study will be greatly

appreciated. Thank you and Godbless.

 58

Yours Sincerely,

Aoas, Sigfred T.
College of Optometry

APPENDIX C
Questionnaire:
Name: _______________________ Contact No.______________
Age: ___________
Gender: ________________

Academic Curriculum: Type of practice: Location of practice:

_____6 year curriculum _____Private practice _____Luzon
_____5 year curriculum _____Employee _____Visayas
_____4 year curriculum _____Academic _____Mindanao
_____4 years with DPA professor/ teacher
_____Consultant

1. Are you aware of the Continuing Professional Development Act of 2016 (CPD
act of 2016) in terms of:
(Use the description below to guide you in answering. Mark the box with a check)
4 -Fully Aware (with full understanding about the subject
3- Moderately aware (with moderate understanding about the subject)
2- Slightly aware (Just heard it somewhere)
1- Unaware (no idea/never heard)
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4 3 2 1
Purpose
Date of effectivity
Programs
Accredited Integrated Professional Organization and CPD
providers

2. Do you agree that acquired CPD credits should be mandatory (required) for
the renewal of professional license

Strongly agree Agree Disagree Strongly Disagree

3. What is your perception in terms of:

(Use the description below to guide you in answering. Mark the box with a check)

4- Strongly agree
3- Agree
2- Disagree
1- Strongly disagree

4 3 2 1
Increased level of competence through attending CPD programs
and seminars
Ensured International alignment of competencies and
qualification through Career progression and Specialization
programs
Improvement of the optometry profession through the CPD act
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4. Are you willing to attend seminars, trainings and conventions to obtain CPD
credits?
Yes___
No___

5. In your perception, how beneficial is the CPD act to you as practitioner

Strongly Beneficial Moderately Beneficial Mildly beneficial not

beneficial