Journal of Continuing Education in the Health Professions最新文献

{"title":"Quality of Life in Six Words: An Arts- and Narrative-Based Approach for Centering Patient Voices in a Health Care Education Session.","authors":"Marie L Neumann, Jessica Y Allen, Swapna Kakani, Marion F Winkler","doi":"10.1097/CEH.0000000000000621","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000621","url":null,"abstract":"<p><strong>Abstract: </strong>A participatory arts- and narrative-based approach for knowledge translation was utilized in a rare disease educational session at a medical conference, combining stakeholder storytelling with the presentation of relevant empirical evidence and frameworks to deepen clinicians' understanding of patient and caregiver quality of life. Before the conference, patient/caregiver perspectives were solicited via a six-word story creative writing prompt (n = 94); during the session, clinicians utilized these stories to cocreate three visual pieces representing the complexity of patient and caregiver experiences and symbolizing the common threads that appear when many \"rare\" experiences come together. Session attendees reported highly positive feedback, with most clinicians reporting that the knowledge gained from the session would result in a change in their clinical practice. We propose arts- and narrative-based approaches hold great promise for centering patient voices in health care education.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145253268","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":"Building a More Inclusive Environment: Lessons Learned From Two Years of Microaggression Workshops.","authors":"Rachel King, Timothy D Gilligan, Nicole Fennell, David Harris, Mari Knettle, Amy S Nowacki, James K Stoller, Anthony Tizzano, Denise Wiggins, Monica Yepes-Rios","doi":"10.1097/CEH.0000000000000588","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000588","url":null,"abstract":"<p><strong>Abstract: </strong>Microaggressions are common in medicine and are increasingly recognized as significant barriers to inclusion, belonging, and effective patient care. In 2020, an interprofessional group of educators set out to develop a microaggression workshop based on research available at the time. The workshop was launched in early 2022 and has been attended by over 1400 participants to date. This report outlines the approach taken, the workshop's effectiveness, and the lessons learned from 2 years of offering the workshop to multiple audiences virtually and in person. Participants completed pre- and postsurveys, and surveys 1 and 3 months after the workshop. After the workshop, participants' confidence in recognizing microaggressions and responding to microaggressions increased significantly, almost 20 points on a 100-point scale in each category from the presurvey to the postsurvey and remained increased at both the 1- and 3-month time points. Results are consistent with research demonstrating that such workshops are effective and further demonstrate that they can be delivered effectively at scale. Based on the authors' experience facilitating dozens of workshop sessions, they conclude that storytelling is more effective to engage the audience than sharing research data, that facilitators must remain sensitive to the potential for retraumatization of participants, and that knowledge differences among participants are notable.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076557","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":"Integrating Continuing Professional Development, Continuing Education, and Quality Improvement: A Case Study and Implications for Practice.","authors":"Sharisse M Arnold Rehring, John F Steiner, Brian Wong, Joanne Goldman","doi":"10.1097/CEH.0000000000000618","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000618","url":null,"abstract":"<p><strong>Abstract: </strong>Continuing professional development (CPD) and quality improvement (QI) are both dedicated to improving clinical practice and health outcomes. Although leaders in both disciplines have long recommended closer alignment, few case studies have demonstrated how such alignment can be developed and sustained within a health care system. Kaiser Permanente Colorado is an integrated health care delivery system in the United States that has worked toward coordination of CPD and QI for >20 years. Alignment of departmental reporting structures, interdisciplinary teams of educators, incorporation of quality concerns into continuing education (CE) activities, coordination of CE activities with implementation of decision support tools, and reliance on evidence-based educational practices have all contributed to a unique organizational culture of education. Published research has shown that their approach can lead to sustainable practice change. Many elements of this approach are potentially applicable to other systems, including consistent use of interprofessional teams, recognizing the organizational context, development of a theory of change to address education and quality gaps, coordination of CE and quality interventions, and using educational and clinical data to evaluate the effectiveness of these interventions. Because these changes have occurred within an evolving environment of real-world practice, the effectiveness of specific components or the interactions between them are difficult to establish. Nonetheless, the Kaiser Permanente Colorado model provides one example of coordination between CPD and QI experts to achieve their shared goal of improving clinician practice, patient care, and system performance.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977226","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":"Stepping In: Creating a Culture of Respect and Inclusion-An Institutional Program Evaluation.","authors":"Gregory C Townsend, Margaret C Plews-Ogan, James Martindale, Jann Balmer, Susan Pollart","doi":"10.1097/CEH.0000000000000617","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000617","url":null,"abstract":"<p><strong>Abstract: </strong>Episodes of disrespectful, biased behavior toward health care personnel occur with distressing frequency. This article describes a comprehensive approach to address this problem. This institutional change strategy includes (1) setting expectations for respectful behaviors in the health system environment through messaging and policy, (2) setting expectations among team members that when disrespectful behavior occurs, it is everyone's duty to step in, and (3) providing employees and trainees with an interactive educational experience that provides resources and skills to step in effectively when disrespectful behavior occurs, in a manner, ie, effective, consistent with our values, and that strives to engage the therapeutic relationships that characterize the health care environment. This article describes in detail the training component of this innovation, including the response framework developed for this training. We describe perceived barriers to stepping in reported by participants before the workshop, which include insecurity about how to proceed, concerns about safety and about escalating the situation, a desire to continue in a relationship with the person, and concerns about hierarchy. The pre-post and 6-month longitudinal evaluation of the training workshop demonstrates a statistically significant improvement in employees' comfort in stepping into situations of disrespect. Promoting institutional culture change requires significant time and resources but can promote sustained positive changes in addressing respect in the health care environment. The authors hope that other institutions will develop strategies appropriate for their settings that will enable their constituents to step in when the need arises.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977151","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":"Vape Counseling at Pediatric Practices: The Rethink Vape Toolkit.","authors":"Paul T Harrell, Ann L Edwards, Natasha K Sriraman, Rebecca J Slimak, Anisha S Vanka, Amy C Paulson, Kelli J England","doi":"10.1097/CEH.0000000000000614","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000614","url":null,"abstract":"<p><strong>Introduction: </strong>E-cigarettes (Vapes) represent the most common form of tobacco used by adolescents, with one out of every 29 (3.5%) middle school students and one in every 13 (7.8%) of high school students vaping daily. This project aimed to increase vape screening and prevention education in youth visits at pediatric practices, to increase provider comfort with the topic of vaping, and to evaluate this educational process.</p><p><strong>Methods: </strong>A provider training and resource modules (talking points, billing codes, and shareable parent/teen-tailored resources) were developed. Providers (N = 32) completed an anonymous pre/postsurvey regarding their knowledge, comfort levels, barriers, and practices related to teen vaping. Key-informant interviews (N = 20) were conducted to identify barriers and seek solutions to incorporate risk counseling into daily practice. Monthly meetings were held to achieve Continuous Quality Improvement (CQI) in pediatric practices. The frequency of providing vaping information in the Depart Summary was monitored.</p><p><strong>Results: </strong>Reported barriers to providing vape prevention counseling, including lack of knowledge, lack of resources, discomfort with topic, and patient resistance, were significantly reduced after participation. Time constraints continued to be the greatest barrier to preventive counseling. Physicians who indicated they often or always provide vape prevention information during a visit increased from 9 to 50 percent. Average resources provided increased from 1 to 94 per month.</p><p><strong>Discussion: </strong>Tailored provider-training and resources increased physician knowledge of and confidence with the topic of vaping as well as the frequency of screening and preventive guidance provided to teens and their families.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977175","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":"An Online Learning Module on the Role of Audiologists in Team-Based Primary Care: A Quality Improvement Assessment.","authors":"Jana N Bataineh, Adam Gavarkovs, Sheila T F Moodie, Robin O'Hagan, Bonnie Cooke, Jennifer Cameron-Turley, Danielle Glista","doi":"10.1097/CEH.0000000000000616","DOIUrl":"10.1097/CEH.0000000000000616","url":null,"abstract":"<p><strong>Introduction: </strong>The rapidly changing hearing health landscape, paired with health system resource and delivery challenges, presents the need to develop innovative learning opportunities that prepare health care professionals to work as part of an interprofessional team.</p><p><strong>Methods: </strong>An interprofessional team of clinicians and researchers developed an online learning module titled The Role of Audiologists in Team-Based Primary Care. To support quality improvement efforts, learners were asked to complete pre- and post-module surveys, which included multiple-choice knowledge questions and Likert-scale statements assessing self-efficacy, value, and knowledge of learners' premodule and postmodule completion.</p><p><strong>Results: </strong>Forty-seven learners participated in a premodule and postmodule assessment. Pre-module to post-module responses increased for all three domains evaluated: knowledge, self-efficacy, and value. The findings were not significant for the value of audiology in team-based primary care, indicating the need for greater efforts to encourage buy-in among learners through experiential learning opportunities and integration of content into mandated training.</p><p><strong>Discussion: </strong>Preliminary findings from this quality assessment highlight that a novel online learning module focused on the roles of audiologists in team-based primary care can affect learners' knowledge, self-efficacy, and values regarding the topic. Future evaluations assessing the impact of module implementation alongside in-person activities can further improve learners' outcomes.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144876556","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":"Assessing Competency in Serious Illness Communication: Development of a Rater Training Program.","authors":"Laurie M Aluce, Julie J Cooper, Lillian L Emlet, Elaine R Cohen, Gordon J Wood, Julia H Vermylen","doi":"10.1097/CEH.0000000000000613","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000613","url":null,"abstract":"<p><strong>Introduction: </strong>Rigorous rater training is necessary to ensure consistent feedback. Yet, there is a lack of published recommendations for how to train raters to provide reliable, consistent assessments for communication skills, thus making competency-based training in this area challenging. We describe a method for conducting rater training for serious illness communication skills and assess interrater reliability.</p><p><strong>Methods: </strong>We selected a previously published and validated tool for assessing serious illness communication skills. We created a rater training program adapted from a previously described program focused on team performance, making notable adjustments to tailor the program to the assessment of serious illness communication with patients given the unique challenges these conversations pose. We assessed interrater reliability at the end of the program using kappa coefficients for dichotomous checklist items and intraclass correlation coefficients for scaled items.</p><p><strong>Results: </strong>Five raters who are physicians with expertise in communication skills training completed the program. After training, raters assessed eight test videos. All raters achieved substantial agreement when compared to the gold standard rater for both the checklist (average overall kappa = 0.83) and scaled items (average overall intraclass correlation coefficient = 0.83).</p><p><strong>Discussion: </strong>We demonstrate an effective method for conducting rater training to assess serious illness communication skills that builds off a previously published program for team performance. Key adjustments included conducting facilitated discussions of videos and iteratively updating the rater training guide. This approach ensures reliable assessment within communication skills training.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144876557","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":"Spaced Repetition Enhances Self-Rated Learning Confidence: A Large Randomized Trial Among Practicing Family Physicians.","authors":"Ting Wang, Zachary J Morgan, Andrew Bazemore, Warren P Newton, David W Price","doi":"10.1097/CEH.0000000000000615","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000615","url":null,"abstract":"<p><strong>Introduction: </strong>Metacognitive accuracy-the extent to which individuals' perceptions of their knowledge align with actual performance-is critical in clinical decision making. Overconfidence can lead to diagnostic errors, while insufficient confidence may delay decisions or prompt unnecessary testing, increasing health care costs. Although longitudinal knowledge assessments with spaced repetition have been shown to improve learning and knowledge transfer, their impact on metacognition remains underexplored. This study investigates changes in confidence under different spaced repetition strategies in a large cohort of family physicians.</p><p><strong>Methods: </strong>Data were drawn from the American Board of Family Medicine's Continuous Knowledge Self-Assessment, a longitudinal assessment administered quarterly. Participants rated their confidence on a 6-point scale after each question. In total, 16,751 physicians who completed assessments at baseline, quarter 6, and quarter 10 were included. Participants were randomized to control or intervention groups receiving repeated or clone questions at various intervals. One-sample t tests assessed confidence changes for questions initially answered incorrectly but subsequently answered correctly. Multivariate regression controls demographic factors.</p><p><strong>Results: </strong>Confidence increased significantly for repeated questions, with moderate effect sizes in single repetition groups and large effect sizes in two-time repetition groups. Clone questions also showed gains, though smaller in magnitude. After adjusting for clinician demographics, male and younger physicians generally reported higher confidence.</p><p><strong>Discussion: </strong>Spaced repetition enhances both learning and metacognitive accuracy. Two spaced repetitions yielded larger gains. These findings support incorporation of metacognitive-enhancing strategies into CME to improve clinician self-assessment and potentially reduce diagnostic error.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838464","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":"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":"10.1097/CEH.0000000000000600","url":null,"abstract":"<p><strong>Abstract: </strong>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.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"182-188"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","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}

{"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":"10.1097/CEH.0000000000000597","url":null,"abstract":"<p><strong>Introduction: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Discussion: </strong>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.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"203-209"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","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}