Journal of Continuing Education in the Health Professions最新文献

{"title":"Structured Specialty-Focused Educational Onboarding Curricula for Newly Hired Advanced Practice Providers: A Scoping Review on Current Practices.","authors":"Catherine Marcucci","doi":"10.1097/CEH.0000000000000619","DOIUrl":"10.1097/CEH.0000000000000619","url":null,"abstract":"<p><strong>Introduction: </strong>Advanced practice providers (APPs), including physician assistants and nurse practitioners, benefit from structured onboarding curricula as they transition into specialty practice. These programs aim to enhance evidence-based knowledge, clinical skills, and core competencies, ultimately improving provider competency and health care quality. This scoping review seeks to map the existing literature on specialty-focused APP onboarding practices and identify knowledge gaps.</p><p><strong>Methods: </strong>A systematic search was conducted from April to August 2024 using Medline, CINAHL, and SCOPUS databases. Key search terms included \"APP,\" \"physician assistant,\" \"nurse practitioner,\" \"specialty,\" \"onboarding,\" and \"curriculum.\" The review followed the Joanna Briggs Institute methodology and PRISMA Extension for Scoping Reviews checklist. Data were managed using Zotero and Covidence for citation and screening, with data extraction performed using Joanna Briggs templates.</p><p><strong>Results: </strong>The review included studies primarily from academic medical centers (57.89%), focusing on both inpatient and outpatient settings (42.11%). Common onboarding strategies included clinical mentorship (84.21%) and educational modules (84.21%), with additional methods like shadowing (47.37%) and skills sessions (36.84%). Evaluation strategies included performance reviews (52.63%) and competency checklists (31.58%).</p><p><strong>Discussion: </strong>Effective specialty-focused onboarding combines clinical mentoring, structured shadowing, and multimodal training tailored to the needs of the APP and health care setting. This approach enhances integration, job satisfaction, and clinical competency while reducing APP turnover rates. The review highlights the need for further research to address gaps in onboarding methods and optimize the transition of APPs into specialty practices.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"29-37"},"PeriodicalIF":1.7,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145001814","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":"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":"50-55"},"PeriodicalIF":1.7,"publicationDate":"2026-12-01","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":"From Reflections to Actions: The 50th Anniversary of the Alliance for Continuing Education in the Health Professions.","authors":"Vince Loffredo, Audrie Tornow","doi":"10.1097/CEH.0000000000000637","DOIUrl":"10.1097/CEH.0000000000000637","url":null,"abstract":"","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"1-3"},"PeriodicalIF":1.7,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146087959","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":"Key Lessons Learned From Implementing a Training Program for Perinatal Patient Safety in a Large Integrated Health Care System.","authors":"Jemma C Nonog, Sarah A Shimer, Amy Hand, Kourtney Wilson, Jocelyn Audelo","doi":"10.1097/CEH.0000000000000683","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000683","url":null,"abstract":"<p><strong>Introduction: </strong>In 2020, the Women's and Children's Health team at Kaiser Permanente developed an enterprise-wide continuing professional development system designed to deliver a scalable, mastery-based clinical training focused on perinatal patient safety while fulfilling health care regulatory standards.</p><p><strong>Methods: </strong>Using a collaborative design process that relied on interdisciplinary subject matter expert teams, leveraged existing platforms and inexpensive learning software, and incorporated best practices in adult learning, we implemented a complex training program using an innovative learning format and question-level confidence analytics across a large integrated health system. Using the Kirkpatrick Model of Training Evaluation as a framework, we evaluated data from course evaluations including refreshers, quality metrics, and a survey of operational leaders in the Women's and Children's Health service line.</p><p><strong>Results: </strong>The program demonstrated strong learner engagement and identified clinically relevant knowledge gaps through question-level confidence analytics and showed early indicators of enhanced clinical performance.</p><p><strong>Discussion: </strong>Key implementation factors for making a large rollout of clinical education more compelling and effective include using interdisciplinary subject matter experts; creating the training in-house; and a flexible review process to make improvements to the content as needed. This work also demonstrates how a mastery-based, interprofessional continuing professional development system using question-level confidence analytics can identify clinical misperceptions and support iterative curriculum refinement at enterprise scale.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149224858","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":"Postregistration Training and Competency Assessment of Intensive Care Unit Physiotherapists: A Scoping Review.","authors":"Luke A McDonald, Stacey Haughton, Mina Nichols-Boyd, Marnie Graco, Sue Berney","doi":"10.1097/CEH.0000000000000682","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000682","url":null,"abstract":"<p><strong>Introduction: </strong>Intensive care unit (ICU) physiotherapy practice requires additional skills and knowledge that is not mandated within entry-level physiotherapy education. Therefore, the training of ICU physiotherapists occurs in the workplace. The need to standardize the training requirements has led researchers to develop minimum practice standards. The extent to which these minimum practice standards are used in ICU training programs remains unclear. The aim of this review was to identify ICU physiotherapy training programs that use minimum practice standards for trainees.</p><p><strong>Methods: </strong>A scoping review following the Johanna Briggs Institute methodology was conducted. Six bibliographic databases and university and professional association websites were searched for ICU physiotherapy minimum practice standards and education programs. Two authors screened all relevant articles for inclusion, and data on setting, minimum standards, training-program duration, and qualifications/titles recognized were extracted.</p><p><strong>Results: </strong>Twenty-two studies met the inclusion criteria from the 2081 screened studies. These comprised 12 standalone minimum practice standards, 9 standalone education programs, and one combined standard and education program from both published and gray literature sources. Only one study reported an education program that used a minimum performance standard. Qualification on completion varied between education program types.</p><p><strong>Discussion: </strong>Minimum practice standards are rarely used in ICU physiotherapy training. To support high-quality care, an ICU physiotherapy training program that integrates minimum performance standards should be developed. Accreditation of such a program may assist in supporting recognition between centers.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149224936","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":"Codesigning Learning-By-Concordance Modules for Continuing Medical Education: Insights from Team Dynamics.","authors":"Haifa Akremi, Marie-France Deschênes, Véronique Castonguay, Vincent Jobin, Laura Leclair, Bernard Charlin, Nicolas Fernandez","doi":"10.1097/CEH.0000000000000680","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000680","url":null,"abstract":"<p><strong>Introduction: </strong>Educators perceive the development of case-based Learning-by-Concordance (LbC) clinical reasoning tools for continuing medical education as time consuming due to the complex pedagogical concepts and formats involved. Because designing effective LbC tools requires teamwork, we observed a team comprising seasoned physicians and educational experts during the codesigning of two modules to identify the key factors that facilitate this process.</p><p><strong>Methods: </strong>For this exploratory study, we gathered observational data from instructional codesign sessions, capturing participant utterances during the sessions and in immediate follow-up group discussions. We further enriched this dataset with separate, stand-alone focus groups. Applying a thematic analysis guided by the input-mediator-output-input model, we evaluated all data to examine three specific team processes: role attribution, maintenance interventions, and decision making.</p><p><strong>Results: </strong>The participant group comprised eight individuals: four clinical educators, two LbC specialists, and two researchers. The first LbC module required 10 sessions, whereas the second required only four. Through thematic analysis, we identified three themes: (1) A conceptual tension was needed to be resolved to further codesign; (2) directive leadership effectively drove the codesign process; and (3) the codesign process advanced through nonlinear, punctuated phases of activity.</p><p><strong>Discussion: </strong>The production time discrepancy between the two modules highlights both the challenges and benefits of collaborative instructional design. It demonstrates how codesign can be operationalized within continuing medical education while remaining closely aligned with clinicians' real-world practice needs. Ultimately, supporting the development of clinical reasoning skills for complex, uncertain scenarios demands the structured yet flexible codesign framework detailed in our findings.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149225380","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":"Identifying General Practitioners, Nurses, and Pharmacists Training Needs in Precision Medicine: A Survey Study.","authors":"Sharon Mitchell, Felix Schmitz, Anina Pless, Janusz Janczukowicz, Idris Guessous, Sissel Guttormsen","doi":"10.1097/CEH.0000000000000677","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000677","url":null,"abstract":"<p><strong>Introduction: </strong>The clinical advances of precision medicine, elevating clinical decision-making through use of genetic and genomic data, lifestyle, and environment factors, is improving patient outcomes. Health care professionals report they are not competent or confident to deliver precision medicine to patients. To design continuing education for advanced practice nurses, general practitioners, and pharmacists, this research investigates perceived knowledge, importance, and self-efficacy in precision medicine.</p><p><strong>Methods: </strong>Items were informed from results of a literature review and focus group study. A one-sample t test was used to compare differences for each item toward the theoretical neutral value (indifferent in our case, to number 3). To analyze differences between professions, parametric analyses of variance (ANOVA) was used.</p><p><strong>Results: </strong>A lack of time, further complicated by a lack of knowledge about precision medicine services, and how to safely share patient data, with a perceived limited network of professionals in precision medicine were reported. Respondents demonstrated low confidence in precision medicine topics while indicating a willingness to pursue training aimed at improving their genetic and genomic competencies. Participants rated topics as only slightly important to their current professional roles. No significant differences were found across professional groups.</p><p><strong>Discussion: </strong>Flexible formats for continuing education aligned to needs are required to target the knowledge and skills gap in precision medicine. Improved knowledge on topics including ethics, legal frameworks, and precision services is needed. Effective educational interventions aimed at enhancing the confidence and competence of health care professionals are essential to making precision care a reality for patients.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148983860","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":"Training Peer Review as an Overlooked Scholarly Competence in Health Professions Education.","authors":"Javier Arredondo Montero","doi":"10.1097/CEH.0000000000000672","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000672","url":null,"abstract":"<p><strong>Abstract: </strong>Peer review is central to the integrity of scientific knowledge, yet it remains largely unsupported by structured, competency-based training within health professions education. This article reframes peer review as a core scholarly competence in continuing professional development and proposes a pragmatic, theory-informed framework to support its development. Drawing on evidence suggesting that traditional workshops and feedback interventions have limited and often short-lived effect, the model emphasizes mentored co-review, benchmarking against peer reports, and training approaches informed by cognitive load theory as promising strategies to support progressive expertise. The framework also addresses emerging ethical challenges, including the responsible use of artificial intelligence and the risk of superficial or automated evaluation. Beyond individual skill development, it outlines institutional strategies such as curriculum integration, reviewer portfolios, qualitative recognition systems, and more equitable distribution of reviewing responsibilities. By aligning individual accountability with structural reform, this article offers a practical pathway for educators, journals, and institutions to strengthen the quality, transparency, and professionalization of peer review within continuing professional development.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148946099","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":"Navigating Interprofessional Education: A Qualitative Process Evaluation Examining Leadership Perspectives in Online IPE Curriculum Design and Implementation.","authors":"Senyo Agbeyaka, Sara A Harper, Vicki Simonsmeier, Maria Kleinstäuber","doi":"10.1097/CEH.0000000000000678","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000678","url":null,"abstract":"<p><strong>Introduction: </strong>Interprofessional education (IPE) remains an important component of curriculum training among health and allied health trainees. Additional research is needed regarding the challenges for facilitators in implementing such educational endeavors.</p><p><strong>Method: </strong>Therefore, this qualitative study examined the perspectives of those leading the IPE process and facilitators in planning and implementing an online real-time (synchronous) university-based IPE curriculum.</p><p><strong>Results: </strong>Respondents (n = 7) described the following nine themes that facilitated or challenged the planning and implementation of the IPE curriculum: (1) shared vision and commitment to implementing IPE, (2) emphasizing core competencies in interdisciplinary collaboration, (3) engagement and effort, (4) importance of buy-in, (5) maximizing experiential education, (6) balancing faculty involvement and expectations in IPE development, (7) balancing educational content for diverse experience levels, (8) challenges in staffing continuity for sustaining IPE initiatives, and (9) need for dedicated leadership and resources in IPE implementation.</p><p><strong>Discussion: </strong>These findings explore IPE implementation among a unique constellation of professions that are rarely included in IPE literature and can provide insight for starting, re-evaluating, and improving IPE education and practice.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148851914","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":"A Skills-Based Longitudinal Intervention for Clinician Educators: Addressing Implicit Bias in Patient Care and the Clinical Learning Environment.","authors":"Hana Khidir, Savanna Carson, Stefanie Vassar, Arash Nafisi, Gezman Abdullahi, Sural Shah, Hrishikesh K Belani, Benjamin P L Meza, Arleen F Brown, Cristina M Gonzalez","doi":"10.1097/CEH.0000000000000674","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000674","url":null,"abstract":"<p><strong>Introduction: </strong>Implicit bias contributes to health care disparities. Addressing implicit bias is one focus of health professions education and learners desire instruction in the topic. Few faculties received skills-based instruction in addressing implicit bias during their own education and training and often feel ill-equipped to facilitate this instruction. Recognizing faculty are both learners and teachers in addressing implicit bias, the authors developed a longitudinal faculty development program informed by the implicit bias recognition and management (IBRM) framework.</p><p><strong>Methods: </strong>The program, IBRM for Faculty (IBRM4Fac), comprised 8 sixty-minute sessions delivered virtually from November 2020 to March 2021 at an academic safety-net health system. Program goals were skills development, including restoring rapport with patients, debriefing biased encounters, and addressing bias from patients. An external expert in IBRM led each session; materials included slides, worksheets to guide skills-development, and an audience response system. The mixed-methods program evaluation used preprogram/postprogram surveys.</p><p><strong>Results: </strong>Approximately 50 faculty primarily from the department of medicine were invited to participate in the program, N = 17 (34%) participated. Significant improvements occurred in 9/10 surveyed domains of IBRM (P < .05). Narrative responses analyzed through reflexive thematic analysis yielded three themes: (1) Personal strategy development; (2) Personal obstacles to sustained organizational change; and (3) Systemic barriers to sustained organizational change.</p><p><strong>Discussion: </strong>IBRM4Fac enhanced faculty confidence in addressing implicit bias, and helped faculty overcome identified challenges to implement strategies for teaching, role-modeling, and systems change in addressing implicit bias. Despite a small sample, our program could inform faculty development in addressing implicit bias in clinical and teaching encounters.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148851937","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}