Journal of Continuing Education in the Health Professions最新文献

How to Design a Point-of-Care Ultrasound Training Course Using Educational Theories. 如何运用教育理论设计护理点超声培训课程。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-04-01 DOI: 10.1097/CEH.0000000000000603

Todd Cutler, Paula Roy-Burman, Jina Bai, Laura Chen, Elaine Y Gee, Gregory Mints, Irene Ma, Tanping Wong

引用次数: 0

Science of Learning Strategy Series: Article 7, The Role of Context in Learning. 学习策略科学系列：第7篇：情境在学习中的作用。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-03-25 DOI: 10.1097/CEH.0000000000000601

Thomas J Van Hoof, Megan A Sumeracki, Christopher R Madan

{"title":"Science of Learning Strategy Series: Article 7, The Role of Context in Learning.","authors":"Thomas J Van Hoof, Megan A Sumeracki, Christopher R Madan","doi":"10.1097/CEH.0000000000000601","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000601","url":null,"abstract":"Abstract: 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, interleaving, and elaboration, which are quite relevant to continuing professional development (CPD). Spreading out study and practice separated by cognitive breaks (distributed practice), testing oneself to check mastery and memory of previously learned information (retrieval practice), mixing the learning of separate but associated information (interleaving), and making connections between concepts one is trying to learn and other known concepts (elaboration) represent strategies that are underused in CPD. Participants and planners alike can benefit from learning science recommendations to inform their decisions. Contextual learning, the subject of this article, is another evidence-based strategy that supports the study and practice of important information. By better understanding how the context in which one learns later affects retention and performance, CPD participants and planners can make more informed educational decisions.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143693665","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}

引用次数: 0

Measuring the Longitudinal Impact of a Health Professions Education Academy on Scholarship: A Bibliometric Analysis. 衡量卫生职业教育学院对学术的纵向影响：文献计量分析。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-03-25 DOI: 10.1097/CEH.0000000000000602

Deborah L Engle, Elizabeth R Blackwood, Sarah Cantrell, Kristin L Dickerson, Diana B McNeill

{"title":"Measuring the Longitudinal Impact of a Health Professions Education Academy on Scholarship: A Bibliometric Analysis.","authors":"Deborah L Engle, Elizabeth R Blackwood, Sarah Cantrell, Kristin L Dickerson, Diana B McNeill","doi":"10.1097/CEH.0000000000000602","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000602","url":null,"abstract":"Abstract: Academies highlight the educational mission that is often second to clinical and basic science scholarship on health professions campuses. They help bridge the gap between faculty development and continuing professional development. Owing to their popularity, academies have proliferated across the United States and Canada during the past 3 decades. Yet the evidence of the extent to which academies have had impact on their organizations remains largely underdeveloped. In this article, the authors used logic modeling as a framework to align the research mission, programming, and longitudinal goals of the Duke Academy for Health Professions, Education and Academic Development across the span of a decade. Furthermore, we used bibliometric analysis as a program evaluation tool. Through three different case examples, we share how bibliometrics may be used to track faculty publications in health professions education journals and to assess the impact of an academy's investment on its members and the institution at large. Finally, we illustrate that longitudinal implementation of scholarship and grants programming can be an effective strategy for fostering the development of health professions education research and encouraging scholarly innovation.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143702094","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}

引用次数: 0

Constructing Meaningful Careers for All: Building an Evidence-Informed Conceptual Framework for Faculty Development on a Foundation of Fulfillment. 为所有人构建有意义的职业：在实现的基础上为教师发展建立一个循证的概念框架。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-03-12 DOI: 10.1097/CEH.0000000000000600

Susan Kuhn, Lorelli Nowell, Chantelle Barnard, Elizabeth Oddone Paolucci

{"title":"Constructing Meaningful Careers for All: Building an Evidence-Informed Conceptual Framework for Faculty Development on a Foundation of Fulfillment.","authors":"Susan Kuhn, Lorelli Nowell, Chantelle Barnard, Elizabeth Oddone Paolucci","doi":"10.1097/CEH.0000000000000600","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000600","url":null,"abstract":"Abstract: Faculty development programs are an important part of career building and professional fulfillment for health professionals. A framework that addresses the centrality of fulfillment at work for diverse medical careers is lacking, yet necessary, for faculty development programs to have a comprehensive positive impact. A conceptual framework for faculty development to support meaningful careers for all individuals was, therefore, constructed through an exploration of the literature on professional fulfillment, career planning, and development across career paths, stages, and identity groups, as well as forms of professional career support such as mentoring. An exploration of fulfillment revealed the role of meaningful work as both anchor and guide for the framework. The key elements of the framework that emerged included an individualized career planning process, curricula to address both cross-cutting competencies and specific career path needs, a robust and multidirectional career support community, and a process of career construction continuing over a professional lifespan. This faculty development framework that aims to construct meaningful careers is of value to institutions that are committed to professional fulfillment for faculty in all career paths and stages and can be adapted to health care providers in different settings.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143606059","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}

引用次数: 0

Deriving Insights From Open-Ended Learner Feedback: An Exploration of Natural Language Processing Approaches. 从开放式学习者反馈中获得见解：自然语言处理方法的探索。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-02-21 DOI: 10.1097/CEH.0000000000000597

Marta M Maslej, Kayle Donner, Anupam Thakur, Faisal Islam, Kenya A Costa-Dookhan, Sanjeev Sockalingam

{"title":"Deriving Insights From Open-Ended Learner Feedback: An Exploration of Natural Language Processing Approaches.","authors":"Marta M Maslej, Kayle Donner, Anupam Thakur, Faisal Islam, Kenya A Costa-Dookhan, Sanjeev Sockalingam","doi":"10.1097/CEH.0000000000000597","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000597","url":null,"abstract":"Introduction: Open-ended feedback from learners offers valuable insights for adapting continuing health education to their needs; however, this feedback is burdensome to analyze with qualitative methods. Natural language processing offers a potential solution, but it is unclear which methods provide useful insights. We evaluated natural language processing methods for analyzing open-ended feedback from continuing professional development training at a psychiatric hospital.Methods: The data set consisted of survey responses from staff participants, which included two text responses on how participants intended to use the training (\"intent to use\"; n = 480) and other information they wished to share (\"open-ended feedback\"; n = 291). We analyzed \"intent-to-use\" responses with topic modeling, \"open-ended feedback\" with sentiment analysis, and both responses with large language model (LLM)-based clustering. We examined outputs of each approach to determine their value for deriving insights about the training.Results: Our results indicated that because the \"intent-to-use\" responses were short and lacked diversity, topic modeling was not useful in differentiating content between the topics. For \"open-ended feedback,\" sentiment scores did not accurately reflect the valence of responses. The LLM-based clustering approach generated meaningful clusters characterized by semantically similar words for both responses.Discussion: LLMs may be a useful approach for deriving insights from learner feedback because they capture context, making them capable of distinguishing between responses that use similar words to convey different topics. Future directions involve exploring other methods involving LLMs, or examining how these methods fare on other data sets or types of learner feedback.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469254","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}

引用次数: 0

Reviewer Acknowledgment. 评论家承认。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-02-13 DOI: 10.1097/CEH.0000000000000599

引用次数: 0

The Professional Agency in Supervision of General Practitioners Before Their Supervisor Training Module: A Narrative Positioning Analysis. 全科医生督导培训模块前的督导专业机构：叙事定位分析。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-02-05 DOI: 10.1097/CEH.0000000000000596

Katri Salokangas, Sanna Vehviläinen, Nina Tusa, Anita Malinen, Pekka Mäntyselkä

{"title":"The Professional Agency in Supervision of General Practitioners Before Their Supervisor Training Module: A Narrative Positioning Analysis.","authors":"Katri Salokangas, Sanna Vehviläinen, Nina Tusa, Anita Malinen, Pekka Mäntyselkä","doi":"10.1097/CEH.0000000000000596","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000596","url":null,"abstract":"Introduction: Supervising in the workplace plays a key role in increasing the skills of the trainee. The shift to competence-based medical education requires both clinical expertise and pedagogical skills from the supervisor. These are distinct types of expertise. We know only a little of how competencies of supervising develop in medical education. The aim of our study is to find out what kind of professional agency in supervision general practitioners describes before their supervisor training. Professional agency refers to the individual's skills, willingness, ability, and responsibility to act with others in the professional context.Methods: Our participants wrote a presentation of themselves before starting a supervisor training module. We studied these texts with narrative positioning analysis to examine who they are as supervisors, that is, the kind of professional agency they describe.Results: We found three types of descriptions of professional agency: traditional master-apprenticeship supervision, clinical skills supervising with a collegial relationship, and process-oriented dialogical supervision. Supervising is mostly described as supervising the trainee on clinical skills and participants have a will to be a good supervisor, but they also express uncertainty of achieving this goal.Conclusion: The variation in general practice supervisors' agency and pedagogical skills poses challenges for training providers in how to tailor the training to suit the best to participants with different skills. However, it gives an excellent opportunity for fruitful peer-to-peer learning. With our findings, it is possible to further develop supervisor training.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143190987","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}

引用次数: 0

Applying the Purpose, Autonomy, Confidence, Engrossment Model of Motivational Design to Support Motivation for Continuing Professional Development. 运用动机设计的目的、自主、自信、投入模型来支持持续专业发展的动机。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-02-05 DOI: 10.1097/CEH.0000000000000595

Adam G Gavarkovs, Danielle Glista, Robin O'Hagan, Sheila Moodie

引用次数: 0

Assessing Physician Motivation to Engage in Continuing Professional Development on Artificial Intelligence. 评估医生从事人工智能持续专业发展的动机。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-01-29 DOI: 10.1097/CEH.0000000000000594

Adam G Gavarkovs, Jacqueline Kueper, Robert Arntfield, Frank Myslik, Keith Thompson, William McCauley

{"title":"Assessing Physician Motivation to Engage in Continuing Professional Development on Artificial Intelligence.","authors":"Adam G Gavarkovs, Jacqueline Kueper, Robert Arntfield, Frank Myslik, Keith Thompson, William McCauley","doi":"10.1097/CEH.0000000000000594","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000594","url":null,"abstract":"Abstract: To realize the transformative potential of artificial intelligence (AI) in health care, physicians must learn how to use AI-based tools effectively, safely, and equitably. Continuing professional development (CPD) activities are one way to learn how to do this. The purpose of this article is to describe a theory-based approach for assessing health professionals' motivation to participate in CPD on AI-based tools. An online survey, based on an AI competency framework developed from existing literature and expert consultations, was administered to practicing physicians in Ontario, Canada. Across eight subcompetencies for using AI-based tools (eg, appraise AI-based tools for their regulatory and legal status), the survey measured physicians' perception they could successfully enact the competency, the importance of the competency in meeting their practice needs, and the desirability of participating in CPD activities on the competency. Motivation scores were calculated by multiplying the three scores together. Ninety-five physicians completed the survey. The highest motivation scores were for the subcompetency of identifying AI-based tools based on clinical needs, while the lowest motivation scores were for appraising tools' regulatory and legal status. All AI subcompetencies were generally rated as important, and CPD activities were generally perceived as desirable. This survey demonstrates the utility of a theory-based approach for assessing physicians' motivation to learn. Although the survey results are context specific, the approach may be useful for other CPD providers to support decision making about future AI-related CPD activities.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143061415","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}

引用次数: 0

Challenges of Contemporary Practice: Internists Maintaining Competency in Multiple Specialties. 当代实践的挑战：内科医生在多个专业保持能力。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-01-22 DOI: 10.1097/CEH.0000000000000592

Jason J Weiner, Steven J Durning, Anne Wildermuth

{"title":"Challenges of Contemporary Practice: Internists Maintaining Competency in Multiple Specialties.","authors":"Jason J Weiner, Steven J Durning, Anne Wildermuth","doi":"10.1097/CEH.0000000000000592","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000592","url":null,"abstract":"Introduction: Despite increasing physician specialization, high-quality continuing professional development is needed for continual mastery learning, especially focused on multiple specialties. Board certification is considered a surrogate for competency, and some stakeholders consider it suboptimally aligned with its primary purpose. We set to explore the motivation for continued education and competence in physicians who are board certified in multiple specialties.Methods: We performed a qualitative study using thematic analysis. Semistructured interviews were performed virtually. Landscapes of practice, an extension of communities of practice within sociocultural learning theory, was used as a theoretical framework.Results: Fifteen internists and their related subspecialties performing continual board certification completed the study. We identified six themes describing the underlying motivation for why physicians maintain competency in multiple medical specialties: Social responsibility, Promise of expertise, Enhanced job opportunities, Widened expertise, Professional requirements, and Personal fulfillment.Discussion: The landscape of medicine continues to evolve in how it is practiced. How a physician navigates this process, maintaining their competency, is a continuous lifelong learning process, and there are multiple ways. A portion of internal medicine physicians are motivated to practice in multiple specialties, recognizing the opportunities and challenges involved. The practical application of this study would include organizational-based education focused on hybrid learning (education explicitly focusing on overlapping or cross-discipline fields). Despite a plethora of educational opportunities, there is very little with the focus on cross-discipline education and training.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015281","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}

引用次数: 0