Journal of Continuing Education in the Health Professions最新文献

Constructing Meaningful Careers for All: Building an Evidence-Informed Conceptual Framework for Faculty Development on a Foundation of Fulfillment.

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.

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.

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.

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.

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

Sonographer Experiences of Interprofessional Ultrasound Education: A Qualitative Study. 超声医师跨专业超声教育的经验：质性研究。

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.0000000000000593

Carolynne J Cormack, Jessie Childs, Fiona Kent

{"title":"Sonographer Experiences of Interprofessional Ultrasound Education: A Qualitative Study.","authors":"Carolynne J Cormack, Jessie Childs, Fiona Kent","doi":"10.1097/CEH.0000000000000593","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000593","url":null,"abstract":"Introduction: Point-of-care ultrasound (POCUS) technology has evolved rapidly and is being embraced by many health professionals as a valuable clinical tool. Sonographers are now teaching ultrasound skills to other health professionals in the clinical setting, including doctors, nurses, midwives, paramedics, and physiotherapists. The purpose of this study was to understand the breadth of the opportunities, transitions, and challenges experienced by sonographer educators navigating new interprofessional teaching roles.Methods: Sonographers, who had participated in an initial phase Delphi study defining sonographer competencies in POCUS education, were invited to participate in a follow-up interview. Semi-structured interviews were conducted, and the interview data were thematically analyzed to understand the experiences and perceptions of participants.Results: Twenty sonographer educators were interviewed. Participants were clinically experienced sonographers from Australia and New Zealand with diverse professional experience in clinical teaching, university academic, ultrasound leadership, health management, and corporate roles. The transition to teaching interprofessional cohorts of learners in different clinical settings was substantial. The experiences of sonographers undertaking these new roles were described under the themes of \"sonographer perceptions\"; \"educator knowledge\"; \"understanding learners\"; \"teaching dynamics\"; and \"ultrasound evolution.\"Conclusion: This study is the first to describe the experiences of sonographers engaged in interprofessional POCUS teaching. The results provide insight into the training needs of sonographers in this emerging area and will be used to inform the development of continuing education resources.","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":"143015295","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

The Role of Reflection for Continuing Professional Development of In-Service Health Care Professionals: A Narrative Inquiry in Four Health Professions. 反思对在职卫生保健专业人员持续专业发展的作用：四种卫生专业的叙事调查。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-01-15 DOI: 10.1097/CEH.0000000000000590

Nicolas Fernandez, Camila Aloisio Alves, Frédéric Tremblay, Marilou Belisle, Brigitte Vachon, Lechasseur Kathleen, Marie-Ève Caty

{"title":"The Role of Reflection for Continuing Professional Development of In-Service Health Care Professionals: A Narrative Inquiry in Four Health Professions.","authors":"Nicolas Fernandez, Camila Aloisio Alves, Frédéric Tremblay, Marilou Belisle, Brigitte Vachon, Lechasseur Kathleen, Marie-Ève Caty","doi":"10.1097/CEH.0000000000000590","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000590","url":null,"abstract":"Introduction: Health care providers (HCPs) use reflection to intervene in complex, ambiguous clinical situations. Yet, there is scant evidence about the circumstances when HCPs use reflection and how they perceive reflection within their continuing professional development. We selected a narrative inquiry approach to study how HCPs perceive reflection's role in learning in four health professions.Methods: We invited 26 health professionals to a narrative interview conducted by a student in one of the four selected professions: medicine, nursing, occupational therapy, and speech-language pathology. The narrative events that make up the stories were analyzed and interpreted using structural analysis based on the narratives' historic-empirical and psycho-semantic dimensions.Results: Physicians told us that reflection bolsters their clinical performance and confidence. Nurses told us that reflection allowed them to develop resilience as they sought to integrate their work setting and gain autonomy. Occupational therapists spoke of how reflection spurred them to innovate and extend the scope of their practice to advocate for their patients' health better. Speech-language pathologists described how they reflect on \"educating\" other HCPs about their profession and enhancing their communication skills with patients.Discussion: The communicative power of storytelling allowed us to fathom what is hard to describe in words: how reflection builds clinical and psychosocial skills and introspective capacity. Hence, findings provide empirical evidence of reflection's perceived role in maintaining professional skills that make HCPs effective in complex, ambiguous situations.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015298","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

Five Domains of a Conceptual Framework of Continuing Professional Development. 持续专业发展概念框架的五个领域。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-01-01 Epub Date: 2023-10-24 DOI: 10.1097/CEH.0000000000000536

David P Sklar, Teresa Chan, Jan Illing, Adrienne Madhavpeddi, William F Rayburn

{"title":"Five Domains of a Conceptual Framework of Continuing Professional Development.","authors":"David P Sklar, Teresa Chan, Jan Illing, Adrienne Madhavpeddi, William F Rayburn","doi":"10.1097/CEH.0000000000000536","DOIUrl":"10.1097/CEH.0000000000000536","url":null,"abstract":"Abstract: Continuing professional development (CPD) for health professionals involves efforts at improving health of individuals and the population through educational activities of health professionals who previously attained a recognized level of acceptable proficiency (licensure). However, those educational activities have inconsistently improved health care outcomes of patients. We suggest a conceptual change of emphasis in designing CPD to better align it with the goals of improving health care value for patients through the dynamic incorporation of five distinct domains to be included in learning activities. We identify these domains as: (1) identifying, appraising, and learning new information [New Knowledge]; (2) ongoing practicing of newly or previously acquired skills to maintain expertise [New Skills and Maintenance]; (3) sharing and transfer of new learning for the health care team which changes their practice [Teams]; (4) analyzing data to identify problems and drive change resulting in improvements in the health care system and patient outcomes [Quality Improvement]; and (5) promoting population health and prevention of disease [Prevention]. We describe how these five domains can be integrated into a comprehensive conceptual framework of CPD, supported by appropriate learning theories that align with the goals of the health care delivery system. Drawing on these distinct but interrelated areas of CPD will help organizers and directors of learning events to develop their activities to meet the goals of learners and the health care system.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"44-51"},"PeriodicalIF":1.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50163481","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