Journal of Continuing Education in the Health Professions最新文献_第2页

Implementing and Evaluating a Pilot Interprofessional Training Program to Engage Health Care Teams in Cost of Care Conversations. 实施和评估一项试点跨专业培训计划，让医疗团队参与医疗成本对话。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub Date: 2024-11-01 DOI: 10.1097/CEH.0000000000000583

Jean Edward, Kimberly D Northrip, Mary Kay Rayens, Julia Costich, Andrea Welker, Rachel O'Farrell, John D'Orazio

{"title":"Implementing and Evaluating a Pilot Interprofessional Training Program to Engage Health Care Teams in Cost of Care Conversations.","authors":"Jean Edward, Kimberly D Northrip, Mary Kay Rayens, Julia Costich, Andrea Welker, Rachel O'Farrell, John D'Orazio","doi":"10.1097/CEH.0000000000000583","DOIUrl":"10.1097/CEH.0000000000000583","url":null,"abstract":"Introduction: This study evaluated the impact of F inancial and I nsurance N avigation Assist ance- Train ing - a pilot interprofessional training program to facilitate cost of care (CoC) conversations and address health-harming social determinants of health in a pediatric hematology-oncology clinic.Methods: A pre-post study design was used to evaluate the impact of F inancial and I nsurance N avigation Assist ance- Train ing on an interprofessional health care team's (clinicians, social workers, financial navigator, and legal advocates) knowledge, attitudes, and behaviors related to CoC conversations and screening, referring, and collaborating with interprofessional team members. Data were collected via surveys administered at baseline/pretraining, immediate post-training, and 12-month post-training.Results: Most health care team members (n= 21) reported improvement in their knowledge of available financial (66.7%) and legal resources (86.7%) and ability to address social needs (93.3%), financial needs (93.3%), and facilitate CoC conversations with patients and caregivers (66.7%).Discussion: Improvements in attitudes and behaviors toward engaging in CoC conversations, screenings, and referrals were relatively improved as a result of the training. However, there was a lower positive rate for actual behaviors around routine screening and initiating discussions on out-of-pocket costs, suggesting a need to address barriers. Study findings highlight the importance of interprofessional education in helping health care teams address social determinants of health through effective CoC conversations.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"210-214"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12477737/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Addressing Cross-Specialty Clinical Genetics Education Needs. 满足跨专业临床遗传学教育需求。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub Date: 2024-11-26 DOI: 10.1097/CEH.0000000000000584

Karla J Lindquist, Matthew J Ryan, Maren T Scheuner, Bani Tamraz, Elena Flowers, Julie Harris-Wai, Sawona Biswas, Katherine Hyland

{"title":"Addressing Cross-Specialty Clinical Genetics Education Needs.","authors":"Karla J Lindquist, Matthew J Ryan, Maren T Scheuner, Bani Tamraz, Elena Flowers, Julie Harris-Wai, Sawona Biswas, Katherine Hyland","doi":"10.1097/CEH.0000000000000584","DOIUrl":"10.1097/CEH.0000000000000584","url":null,"abstract":"Introduction: Advances in genomics are transforming clinical practice, but there are too few genetics professionals to meet increasing demand. Moreover, many nongeneticist clinicians feel unprepared to incorporate genetics into practice. This study assessed clinicians' unmet genomics educational needs at a single academic institution.Methods: Qualitative interviews with Department and Division leaders informed a survey distributed to all clinicians at the institution. Survey questions focused on current practices, confidence, and desired educational resources around genetics and genomics. Data were analyzed using descriptive statistics and Fisher exact tests. Results were shared with an expert panel of Genetics-Genomics Champions to help meet educational needs across specialties.Results: Of the 215 survey respondents, 72% were faculty, 24% were trainees, and 4% were clinical staff, representing 18 departments. Less than half felt confident using genetics in the clinic. About 81% desired more training, which did not differ by role ( P = .27) or department ( P = .98). The Genetics-Genomics Champions proposed delivering just-in-time content via e-consults, online materials, and departmental meetings.Discussion: This study highlights clinicians' need and desire for more genetics training. It also underscores the importance of consulting genetics-savvy clinicians to identify challenges and solutions for addressing cross-specialty genetics education needs.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"215-218"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12376818/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142734395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub 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":"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":"178-181"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","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 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub 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":"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":"189-196"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","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

Sex, Race, and Ethnicity in Academic Dermatology in the United States: A Longitudinal Analysis. 性别、种族和种族在美国学术皮肤科：一项纵向分析。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub Date: 2025-06-10 DOI: 10.1097/CEH.0000000000000611

Xi Yao Gui, Rokhshid Aflaki, Bianca Te, Jeffrey Ding, Marissa Joseph, Faisal Khosa

{"title":"Sex, Race, and Ethnicity in Academic Dermatology in the United States: A Longitudinal Analysis.","authors":"Xi Yao Gui, Rokhshid Aflaki, Bianca Te, Jeffrey Ding, Marissa Joseph, Faisal Khosa","doi":"10.1097/CEH.0000000000000611","DOIUrl":"10.1097/CEH.0000000000000611","url":null,"abstract":"Introduction: Sex and racial/ethnic disparities in academic medicine are an intractable and inordinate reality. The purpose of our study was to analyze the 56-year trends in sex and racial/ethnic demographics in academic dermatology in the United States.Methods: Data from the Association of American Medical Colleges Faculty Roster between 1966 and 2021 were analyzed to trend the representation of sex and race/ethnicity by academic ranks, leadership positions, and tenure statuses using linear regression. In addition, differences in representation using 56-year means were assessed using the Mann-Whitney test for sex and Kruskal-Wallis test followed by the Dunn multiple comparisons test for race/ethnicity.Results: In 2021, academic dermatologists were 66.71% (1072/1607) White, 20.97% (337/1607) Asian, 2.86% (46/1607) Black, and 2.49% (40/1607) Hispanic. From 1966 to 2021, the total number of academic dermatologists increased from 107 to 1607 [mean +26.92 (95% CI 25.15-28.70) per year, P < .001]. Specifically, annual proportional increases for groups were women +0.93 (0.90-0.96)% ( P < .001); Asians +0.38 (0.34-0.42)% ( P < .001); Blacks +0.01 (0.01-0.02)% ( P < .001); and Hispanics +0.01 (0-0.02)% ( P = .001).Discussion: Despite these increasing trends, in 2021, the most recent year for which data were provided, there remained a far greater proportion of male and/or White physicians in senior academic ranks (65.35% male and 75.85% White professors), leadership positions (79.52% male and 66.27% White chairpersons), and tenure (67.17% male and 77.78% White). Although there have been efforts to improve diversity and inclusion in academic dermatology over the 56-year study period, sex and racial/ethnic disparities persist.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"163-169"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144250619","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 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub 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":"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":"155-162"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","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

Measuring Scholarly Practice in Respiratory Therapists: The Development and Initial Validation of a Scholarly Practice Tool. 衡量呼吸治疗师的学术实践：学术实践工具的开发和初步验证。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub Date: 2024-12-17 DOI: 10.1097/CEH.0000000000000587

Marco Zaccagnini, André Bussières, Peter Nugus, Andrew West, Aliki Thomas

{"title":"Measuring Scholarly Practice in Respiratory Therapists: The Development and Initial Validation of a Scholarly Practice Tool.","authors":"Marco Zaccagnini, André Bussières, Peter Nugus, Andrew West, Aliki Thomas","doi":"10.1097/CEH.0000000000000587","DOIUrl":"10.1097/CEH.0000000000000587","url":null,"abstract":"Introduction: Respiratory therapists (RTs) must apply competencies to address the health care needs of the public. Although all competencies are deemed essential, scholarly practice requires that professionals critically assess their practices, integrate evidence-based literature, and enhance the care they deliver to patients. Though scholarly practice is also associated with professional empowerment, role satisfaction, and improved patient care, it is rarely measured. The purpose of this study was to develop, pilot, and generate preliminary validity evidence of a tool designed to measure scholarly practice among RTs.Methods: We used DeVellis' nine-step scale development process and exploratory factor analysis to develop the tool. The results of a scoping review and qualitative study were used to generate an item pool and pilot test it with 81 RTs across Canada. The refined tool was tested on a larger sample (n = 832) and analyzed using exploratory factor analysis.Results: Using principal axis factoring with Promax rotation, we retained 18 items across 4 factors, explaining 56.7% of the variance in the data (31.7%, 10.2%, 8.6%, 6.2%): (Factor 1) professional development and credibility, (Factor 2) elements supporting scholarly practice, (Factor 3) the perceived impact of scholarly activities on practice, and (Factor 4) s cholarly practitioner identity and ability. Internal consistency of the final 18-item scale was suitable overall (Cronbach alpha = 0.879) and for each factor (F1 = 0.888; F2 = 0.774; F3 = 0.842; F4 = 0.746).Discussion: Our results provide preliminary evidence for a scholarly practice tool that can encourage self-reflection and/or foster peer-based reflection. Using the tool with other health care professionals and conducting confirmatory factor analysis could generate additional validity evidence.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"145-154"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142848272","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

Physicians' Values as Motivators for Continuing Professional Development: A Cross-Sectional Study. 医生的价值观作为持续专业发展的激励因素：一项横断面研究。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub Date: 2024-12-20 DOI: 10.1097/CEH.0000000000000589

Adam G Gavarkovs, William McCauley

{"title":"Physicians' Values as Motivators for Continuing Professional Development: A Cross-Sectional Study.","authors":"Adam G Gavarkovs, William McCauley","doi":"10.1097/CEH.0000000000000589","DOIUrl":"10.1097/CEH.0000000000000589","url":null,"abstract":"Introduction: According to Self-Determination Theory, when health professionals see their continuing professional development (CPD) efforts as aligned with their intrinsic values (eg, helping others), they may develop a more desirable motivational orientation toward CPD. The aim of this cross-sectional study was to investigate the effect of physicians' values on their CPD motivation.Methods: Practicing physicians in a single Canadian providence were administered an online survey that assessed their motivation for engaging in CPD, the importance they ascribe to three intrinsic and three extrinsic values, and the extent to which engaging in CPD activities is aligned with intrinsic and extrinsic values.Results: A total of 122 physicians completed the survey. Seeing CPD activities as contributing to helping others was positively associated with intrinsic regulation, identified regulation, and introjected regulation. Seeing CPD activities as contributing to personal growth was positively associated with identified regulation.Discussion: As predicted by the Self-Determination Theory, physicians who perceived CPD as aligned with intrinsic values tended to report a more desirable motivational orientation toward CPD. CPD providers can support health professionals' motivation by highlighting connections between CPD activities and intrinsic values in promotional materials.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":"45 3","pages":"219-222"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977273","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

Considering the Cost-Effectiveness of Accredited Continuing Medical Education: A Landscape Analysis of Economic Concepts in Continuing Medical Education Research. 考虑认证继续医学教育的成本效益：继续医学教育研究中的经济学概念景观分析》。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub Date: 2024-09-27 DOI: 10.1097/CEH.0000000000000577

Derek T Dietze, Jeff Frimpter

{"title":"Considering the Cost-Effectiveness of Accredited Continuing Medical Education: A Landscape Analysis of Economic Concepts in Continuing Medical Education Research.","authors":"Derek T Dietze, Jeff Frimpter","doi":"10.1097/CEH.0000000000000577","DOIUrl":"10.1097/CEH.0000000000000577","url":null,"abstract":"Introduction: In health care, cost-effectiveness analysis evaluates changes in health outcomes as a function of costs. The cost-effectiveness of continuing professional development for health care providers has not been historically well characterized despite substantial investment. This literature review identified publications considering the costs and cost-effectiveness of accredited continuing medical education activities.Methods: Searches were conducted for English language records in PubMed and the gray literature using a 10-year lookback period from March 10, 2023. Search terms included concepts related to continuing medical education, cost, effect, and utilization. One reviewer conducted title/abstract screening, full-text review, and data extraction, with direction and adjudication of search and screening concepts provided by the lead advisor. Publications were categorized as related to costs of an educational intervention (Concept 1) and/or the impact of education on health care costs (Concept 2). Results were summarized using descriptive statistics.Results: A total of 668 database records were screened, 125 (19%) underwent full-text review, and 25 of 125 (20%) were accepted; 7 of 351 (2%) gray literature sources were accepted for a total of 32 included records. The most common reason for rejection was not being an accredited activity. Of the 32 records, 27 (84%) were related to Concept 1 only, 3 (9%) to Concept 2 only, and 2 (6%) to both Concepts 1 and 2. Approximately half (n = 19, 59%) mentioned costs without supporting data.Discussion: These findings show that considerations of cost and cost-effectiveness are rare in the accredited continuing medical education literature, which may limit how the value of continuing medical education is characterized.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"170-177"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142331547","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

Guidelines for the Responsible Use of Generative AI in Manuscripts Submitted to JCEHP. 在提交给JCEHP的手稿中负责任地使用生成人工智能的指南。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub Date: 2025-07-24 DOI: 10.1097/CEH.0000000000000612

Anita Samuel, Joseph M Maciuba

引用次数: 0