Journal of Continuing Education in the Health Professions最新文献

{"title":"Learning Together From Uncertainty: An Evaluation of Practice Inquiry Groups in a Nationwide Primary Care Practice.","authors":"Gurpreet Dhaliwal, John Penner, Meg Scott, Lucia S Sommers","doi":"10.1097/CEH.0000000000000610","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000610","url":null,"abstract":"<p><p>Practice inquiry (PI) is a structured method of discussion that helps primary care clinicians explore uncertainty and learn from challenging cases. An understanding of what aspect of PI primary care clinicians value could guide leaders who are contemplating implementation of collaborative discussion formats in their clinical systems. We administered a survey examining clinicians' perceptions of PI in a large nationwide membership-based primary care service. Two hundred ninety-six surveys (61%, N = 296/482) were received from participants and 69 surveys (75%, N = 69/92) were received from facilitators. Most respondents (>70% across five queries) felt that PI led to enhancement of knowledge and management skills and helped them become more comfortable managing uncertainty. Colleagues in PI groups provided validation and reassurance, valuable health system information, and insights into reasoning and patient-clinician relationships. Participants and facilitators outlined ways PI sessions could be improved (eg, case follow-up) and how the organization could support PI sessions (eg, enhanced facilitator training). This is the first program evaluation of PI in a large, community primary care setting. Future directions include examining what group-level characteristics mediate PI efficacy and how clinicians and patients fare after PI discussions. Such insights could inform enhancements to the group facilitation process.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144163652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Physical Activity Counseling Education: The Use of Theory in Development, Implementation, and Evaluation.","authors":"Hattie Shu, Kathleen A Martin Ginis, Kenedy Olsen, Kawami Cao, Catherine Le Cornu Levett, Christopher McBride, Kristen Walden, Teri Thorson, Regina Colistro, Tova Plashkes, Andrea Bass, Jasmin K Ma","doi":"10.1097/CEH.0000000000000608","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000608","url":null,"abstract":"<p><strong>Introduction: </strong>Implementing evidence-based physical activity (PA) counseling for clients with spinal cord injury (SCI) may help address the decline in PA typically observed after discharge from rehabilitation. Engaging practitioners in educational intervention development may improve uptake of such a practice change. The purpose of this study is to (1) describe the theory-based development of a PA counseling education intervention and (2) evaluate the intervention's effects on PA counseling behavior and determinants (eg, knowledge, skills, confidence) among rehabilitation hospital physiotherapists and community SCI peers.</p><p><strong>Methods: </strong>The Knowledge to Action (KTA) Framework supplemented by the quality implementation framework was used to guide the engagement of physiotherapists and SCI peers in developing a PA counseling education intervention. A within-subjects, repeated measures design was used to evaluate the effects of the intervention. PA counseling behavior and determinants were evaluated using a survey guided by the theoretical domains framework, administered before and immediately after training, 2 months post, and 6 months post-training. Data were analyzed using one-way repeated-measures ANOVAs.</p><p><strong>Results: </strong>Physiotherapists and SCI peers (n = 10) demonstrated significant, medium-large-sized effects on PA counseling behaviors from baseline to 2 and 6 months (P's < 0.05). These behavioral improvements were supported by significant increases over time in all theoretical domains framework assessed (P's < 0.05), except intentions.</p><p><strong>Discussion: </strong>The combined use of the KTA and quality implementation framework provides a structure for engaging practitioners in education intervention design. This work shows promise for the use of theory to develop an education intervention that improves both PA counseling knowledge and behavior.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Primary Health Care Physicians' Aging Simulation and Its Impact on Their Empathy: A Quasi-Experimental Study.","authors":"Elena Arribas Gonzalo, Pablo García Mata, Lucía García Castaño, Sergio Bango Sánchez, Jonathan Díaz Rodríguez, Covadonga Merino López, José Antonio Cernuda Martínez","doi":"10.1097/CEH.0000000000000605","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000605","url":null,"abstract":"<p><strong>Introduction: </strong>Empathy is of particular importance in the relationship with elderly patients. Practical exercises, and especially those that include simulation situations, are an effective tool for the development and improvement of physicians' skills. The objective was to assess the evaluation of the degree of empathy toward the elderly people by primary care physicians, using an aging simulator suit.</p><p><strong>Methods: </strong>A quasi-experimental, randomized, controlled, multicenter study was conducted. The relationship between the difference in preintervention and postintervention Jefferson Scale of Physician Empathy scores and sociodemographic characteristics of physicians were assessed. A univariate analysis using logistic regression was conducted to ascertain the impact of sociodemographic and occupational variables on the discrepancy in preintervention and postintervention scores on the Jefferson Scale of Physician Empathy.</p><p><strong>Results: </strong>The mean preintervention score in the intervention group was 117.92 points (SD = 14.34), while the mean postintervention score was 121.32 points (SD = 10.79). The mean difference was statistically significant (t = -2.176, P = .034). In the control group, the mean preintervention score was 119.47 points (SD = 9.82), while the mean postintervention score was 120.40 points (SD = 9.89). This mean difference was not statistically significant (t = -0.566, P= .576). A statistically significant increase between pre- and postintervention scores was observed in physicians aged 65 years and older (Odds Ratio = 9.30; P = .046), and in physicians working in the semiurban setting (Odds Ratio = 2.10; P = .041).</p><p><strong>Conclusions: </strong>The aging simulation produced a statistically significant improvement in the empathy levels of primary health care physicians.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144006379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Changes in Family Medicine Certification Examination Performance in Longitudinal Assessment.","authors":"Meet Virani, Sarah Fleischer, Lars E Peterson","doi":"10.1097/CEH.0000000000000606","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000606","url":null,"abstract":"<p><strong>Introduction: </strong>The Family Medicine Certification Longitudinal Assessment (FMCLA) is an open book spaced alternative to the traditional 1-day Family Medicine Certification Examination (FMCE). We studied whether FMCLA improves test scores beyond predicted scores.</p><p><strong>Methods: </strong>We used American Board of Family Medicine data from 2008 to 2023, with scores reported on a scale from 200 to 800. We built a predictive model of FMCE performance using linear regression with the 2008 exam cohort. We then applied that model to the 2009 to 2011 cohorts, who could opt for FMCLA beginning in 2019, controlling for choice of exam mode using an inverse probability weight for selecting FMCE.</p><p><strong>Results: </strong>Our final sample sizes were 9699 for the FMCE predictive model and 12,851 for the FMCLA versus FMCE analysis. Physicians who opted for FMCLA were more likely to be younger, female, US medical graduates, and have lower prior FMCE scores. Adjusted analyses controlling for propensity to select FMCE revealed that FMCLA was associated with an increase of 39 points (95% CI 36.2-42.0) over predicted score with physicians on the high end scoring 100 more points than predicted, while physicians predicted to fail did worse. Modality of exam had no impact near the passing score.</p><p><strong>Discussion: </strong>FMCLA was associated with gains in scores over a 1-day exam. This supports cognitive psychology principles such as spaced repetition and immediate feedback that can strengthen long-term knowledge retention. There was little impact of exam delivery method on scores near the passing score, which suggests that important functions of assessing knowledge can be retained in longitudinal assessment.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144045794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Knowledge, Power, and Technology: A Narrative Review of Knowledge-Sharing in Project ECHO (Extension for Community Health Care Outcomes).","authors":"Sanne Kaas-Mason, Cynthia Whitehead, Stella Ng, Paula Rowland","doi":"10.1097/CEH.0000000000000609","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000609","url":null,"abstract":"<p><strong>Introduction: </strong>This narrative review joins an ongoing scholarly conversation about Project ECHO, a virtual educational innovation, with an aim to understand it as a technology-enabled interface that facilitates knowledge-sharing. Critical attention is paid to how dynamics of power are accounted for in the deployment of Project ECHO, and sociomaterial attention is paid to how communication technology is described. The review is relevant to those who wish to establish, understand, or further develop virtual multiprovider knowledge-sharing interfaces.</p><p><strong>Methods: </strong>Data collection followed processes set out by a narrative review methodology, a review methodology that provides a comprehensive and balanced critical analysis of the published literature. Analysis was informed by thematic analysis. Forty-five articles and one book chapter published between 2015 and 2024 were selected for inclusion. This review was contained to studies of Project ECHO in Canada.</p><p><strong>Results: </strong>Our data set captures an implied awareness of dynamics of power and a desire to counter such dynamics. This is visible in the desire to mitigate a hierarchical differentiation between participants by using teaching and learning theories, a pedagogical design and processes of interaction that favour participation, and by using technology that allows participants to join from across vast geography.</p><p><strong>Discussion: </strong>Emerging scholarly attention to how knowledge is shared and developed in Project ECHO will help develop an understanding of how technology-enabled educational innovations facilitate knowledge sharing in spaces that are imbued with complex power dynamics. Future explicit inclusion of a critical gaze and sociomaterial lens will deepen understandings of technology-enabled educational innovations.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144025749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the Lecture: A Delphi Study of In-Person and Virtual Active Learning Techniques in Didactic Continuing Education.","authors":"Yemisi O Jones, Kristen Timmons, Rebecca Kolb, Lisa E Herrmann, Laura Werts, Melissa Klein, Jennifer O'Toole","doi":"10.1097/CEH.0000000000000607","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000607","url":null,"abstract":"<p><strong>Introduction: </strong>Despite evidence supporting active learning techniques to enhance learning, they are seldom used during large-group continuing education (CE) sessions. This project sought to describe which active learning techniques are acceptable, feasible, and with which learners are likely to engage.</p><p><strong>Methods: </strong>Active learning techniques derived from a literature review were rated for two rounds by two Delphi panels, one composed of medical education experts (n = 10) and the other of CE attendees (n = 12). Each technique received five ratings: experts rated appropriateness for use in large-group didactic CE and feasibility for in-person and virtual use, and attendees rated their likelihood to engage in-person and virtually.</p><p><strong>Results: </strong>Out of 30 active learning techniques, 13 (43%) received the highest ratings on all 5 measures. The remainder of the techniques did not achieve consensus on at least one measure. Only two techniques reached consensus for not being appropriate for large-group didactic CE.</p><p><strong>Discussion: </strong>We provide consensus evidence for the feasibility, appropriateness, and likelihood to engage for a variety of active learning techniques. This list can serve as a guide for their implementation in large-group didactic education and as a starting point for future study.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144056881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining Mentor Perception of Competence in an Academic Peer Mentoring Program.","authors":"Elizabeth Zwilling, Caitlin Jeanmougin, Britt Cole","doi":"10.1097/CEH.0000000000000578","DOIUrl":"10.1097/CEH.0000000000000578","url":null,"abstract":"<p><strong>Introduction: </strong>Peer mentoring programs can be a valuable support mechanism for new faculty transitioning from clinical practice to academia. Mentors play a crucial role in this process. This study described mentors' perceived competence in 21 areas of the mentor role and their experiences as mentors following the first year of a structured peer mentoring program.</p><p><strong>Methods: </strong>This study employed a mixed-methods approach, using the Mentoring Competency Assessment-21 alongside open-ended questions. These instruments were electronically administered to a convenience sample consisting of eight mentors with varying experience ranging from 2 to 16 years in the nursing program at a mid-sized university, following an intentional first-year peer mentoring program.</p><p><strong>Results: </strong>The highest-performing items were \"Establishing a relationship based on trust\" (M 6.50, SD 0.53), \"Considering how personal and professional differences may impact expectations\" (M 6.25, 0.83), and \"Acknowledging your mentee's professional contributions\" (M 6.13, SD 0.99). The lowest scores were focused on estimating scientific knowledge and scholarly productivity. Responses to the Mentoring Competency Assessment-21 indicated that mentors felt at least moderately competent in the various aspects of the faculty mentor role. Mentors valued the professional development and supporting materials provided by the development team. An identified area for improvement was the support provided to assist the mentees' scholarly development.</p><p><strong>Discussion: </strong>This study underscores the importance of supportive materials, such as handbooks and regular communication, in fostering mentor competence and facilitating successful nursing faculty peer mentoring programs. Future research implications include assessment of mentor competence by mentees and long-term follow-up of program outcomes.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"85-88"},"PeriodicalIF":1.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Science of Learning Strategy Series: Article 6, Elaboration.","authors":"Thomas J Van Hoof, Megan A Sumeracki, Christopher R Madan, Thomas P Meehan","doi":"10.1097/CEH.0000000000000580","DOIUrl":"10.1097/CEH.0000000000000580","url":null,"abstract":"<p><strong>Abstract: </strong>The science of learning (learning science) is an interprofessional field that concerns itself with how the brain learns and remembers important information. Learning science has compiled a set of evidence-based strategies, such as distributed practice, retrieval practice, and interleaving, which are quite relevant to continuing professional development. Spreading out study and practice separated by cognitive breaks (distributed practice), testing oneself to check mastery and memory of previously learned information (retrieval practice), and mixing the learning of separate but associated information (interleaving) represent strategies that are underutilized in continuing professional development. Participants and planners alike can benefit from learning science recommendations to inform their decisions. Elaboration, the subject of this article, is another evidence-based strategy that relates to how one studies or practices priority information.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"109-112"},"PeriodicalIF":1.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Piloting an Educational Module on Consenting for Exome Sequencing Among Non-Genetics Physicians at a Medical Institution.","authors":"Amanda K Chan, Kelsie Bogyo, Alexa R Geltzeiler, Yuan Zhang, Priyanka Ahimaz","doi":"10.1097/CEH.0000000000000582","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000582","url":null,"abstract":"<p><strong>Introduction: </strong>Demand for genetic testing has expanded exome sequencing (ES) utilization into subspecialty clinics without genetics providers. This trend forces non-genetics physicians (NGPs) to facilitate patient consent for genetic testing. However, research on NGPs' knowledge of consent elements (CK) required for ES has not been explored.</p><p><strong>Methods: </strong>Columbia University NGPs were invited to take a survey (premodule survey [PrS]) assessing CK for ES. Educational modules on ES were then created and sent to NGP participants. A postmodule survey (PoS) was sent to NGPs a month later to assess the change in CK scores. Alpha was set at ≤0.05.</p><p><strong>Results: </strong>Nineteen participants completed the PrS and PoS. Overall PrS CK scores were low (mean = 8, SD 1.6). There was no difference in PrS CK scores between attendings and residents/fellows (P = .2), and PrS CK scores did not correlate with time since medical school graduation (P = .9). PoS CK scores were higher than PrS CK scores (P = .03). Most NGPs (74%) were satisfied with the module.</p><p><strong>Conclusions: </strong>Our findings suggest a need for continuing education of both new and experienced NGPs on best practices for consenting for ES. An online module with information tailored to different specialties could be an effective format for delivering this education.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":"45 2","pages":"138-140"},"PeriodicalIF":1.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The 2024 Paul Mazmanian Journal of Continuing Education in the Health Professions Award for Excellence in Research.","authors":"Ginny Jacobs, Dustin Ensign, Julie B McCausland","doi":"10.1097/CEH.0000000000000604","DOIUrl":"10.1097/CEH.0000000000000604","url":null,"abstract":"","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"75-77"},"PeriodicalIF":1.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144045895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}