Journal of Continuing Education in the Health Professions最新文献

{"title":"Project Extension for Community Healthcare Outcomes Intervention Evaluations: A Scoping Review of Research Methods.","authors":"Jennifer Maizel, Stephanie L Filipp, Gaia Zori, Sandhya Yadav, Kishan Avaiya, Lauren Figg, Melanie Hechavarria, Xanadu Roque, Claudia Anez-Zabala, Rayhan Lal, Ananta Addala, Michael J Haller, David M Maahs, Ashby F Walker","doi":"10.1097/CEH.0000000000000572","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000572","url":null,"abstract":"<p><strong>Introduction: </strong>Since its inception in 2003, the Project Extension for Community Healthcare Outcomes (ECHO) tele-education model has reached and improved outcomes for patients, providers, and health centers through interventions in >180 countries. Utilization of this model has recently increased due to the COVID-19 pandemic and a higher demand for remote education. However, limited research has examined the methodologies used to evaluate Project ECHO interventions.</p><p><strong>Methods: </strong>We conducted a scoping review to determine the extent and types of research methods used to evaluate outcomes and implementation success of Project ECHO interventions and to identify gaps and opportunities for future investigation. Using Arksey and O'Malley's scoping review framework and the PRISMA-ScR checklist, we reviewed study designs, temporality, analysis methods, data sources, and levels and types of data in 121 articles evaluating Project ECHO interventions.</p><p><strong>Results: </strong>Most interventions addressed substance use disorders (24.8%, n = 30), infectious diseases (24%, n = 29), psychiatric and behavioral health conditions (21.5%, n = 26), and chronic diseases (19%, n = 23). The most frequently reported evaluation methods included cohort studies (86.8%, n = 105), longitudinal designs (74.4%, n = 90), mixed methods analysis (52.1%, n = 63), surveys (61.2%, n = 74), process evaluation measures (98.3%, n = 119), and provider-level outcome measures (84.3%, n = 102). Few evaluations used experimental designs (1.7%, n = 2), randomization (5.8%, n = 7), or comparison groups (14%, n = 17), indicating limited rigor.</p><p><strong>Discussion: </strong>This scoping review demonstrates the need for more rigorous evaluation methods to test the effectiveness of the Project ECHO model at improving outcomes and standardized reporting guidelines to enhance the dissemination of evaluation data from future Project ECHO interventions.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142005760","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":"Leadership, Teamwork, and the Ontological Choreography of CPD.","authors":"","doi":"10.1097/CEH.0000000000000562","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000562","url":null,"abstract":"","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141917969","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":"Demystifying Artificial Intelligence for Health Care Professionals: Continuing Professional Development as an Agent of Transformation Leading to Artificial Intelligence-Augmented Practice.","authors":"Eleftherios K Soleas, Douglas Dittmer, Ashley Waddington, Richard van Wylick","doi":"10.1097/CEH.0000000000000571","DOIUrl":"10.1097/CEH.0000000000000571","url":null,"abstract":"<p><strong>Abstract: </strong>The rapid rise of artificial intelligence (AI) is transforming society; yet, the education of health care providers in this field is lagging. In health care, where AI promises to facilitate diagnostic accuracy, and allow for personalized treatment, bridging the knowledge and skill gaps for providers becomes vital. This article explores the challenges of AI education, such as the emergence of self-proclaimed experts during the pandemic, and the need for comprehensive training in AI language, mechanics, and ethics. It advocates for a new breed of health care professionals who are both practitioners and informaticians, who are capable through initial training or through continuing professional development of harnessing AI's potential. Interdisciplinary collaboration, ongoing education, and incentives are proposed to ensure health care benefits from AI's trajectory. This perspective article explores the hurdles and the imperative of creating educational programming designed specifically to help health care professionals augment their practice with AI.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142005759","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":"Serendipitous Pathways and Elusive Definitions: Leadership in Continuing Professional Development.","authors":"David Wiljer, Morag Paton, Tharshini Jeyakumar, Victor Do, Jerry M Maniate, Walter Tavares, Suzan Schneeweiss","doi":"10.1097/CEH.0000000000000569","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000569","url":null,"abstract":"<p><strong>Introduction: </strong>Although the Continuing Professional Development (CPD) field has rapidly expanded in scope, breadth, and depth, there is a gap in how we understand CPD leadership and the role of the leader. Previous scholarship indicates that there is neither an agreed on set of competencies for CPD leadership roles nor a distinct pathway towards those roles. This study is aimed at answering the following question: How is leadership described or defined in CPD and what are the contextual issues that are and/or should be shaping its evolution?</p><p><strong>Methods: </strong>Conducted between 2020 and 2022, CPD leadership program learners and CPD leaders with a range of leadership expertise were identified using convenience and purposive sampling and invited to participate in this study. Semistructured interviews were conducted with consenting participants. Interviews were recorded, transcribed, and analyzed using a qualitative thematic template analysis approach.</p><p><strong>Results: </strong>Seventeen interviews were conducted. There were multiple components identified that were important to CPD leadership, such as being visionary, or having strong collaboration skills with some components, such as adaptability and flexibility appearing more unique to the CPD context. The role of CPD leadership and the pathway to CPD leadership remain highly variable.</p><p><strong>Discussion: </strong>Attaining a CPD leadership position predominantly involves some degree of \"serendipity.\" While CPD leaders may fundamentally need basic and common leadership skills, an essential attribute of the CPD leader is to effectively respond to the context and the unique needs of the health system. We recommend better articulating and valuing the role of the CPD leader within the health system.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142005761","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":"Supporting the Primary Care Workforce Through Training in Advanced Generalist Practice: An Evaluation of the Catalyst Program.","authors":"Myriam Dell'Olio, Joanne Reeve","doi":"10.1097/CEH.0000000000000566","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000566","url":null,"abstract":"<p><strong>Introduction: </strong>As a workforce crisis is causing recruitment and retention issues for new to practice GPs, we designed Catalyst, a one-year pilot career development program aiming to help new to practice GPs develop the skills of advanced generalist practice and build capacity for the complex work of primary care. In this paper, we report the findings of our evaluation of Catalyst.</p><p><strong>Methods: </strong>We used normalization process theory to investigate how Catalyst was contributing to the participants' understanding and implementation of generalist practice. We conducted 36 interviews and six focus groups investigating the participants' clinical practice and experience with the program and analyzed data using framework analysis.</p><p><strong>Results: </strong>Establishing a shared language and reframing professional identity helped GPs develop an understanding of their role through generalist lenses. Generalist practice was legitimized by access to scientific evidence and facilitated interactive learning. Integration of scientific, applied knowledge and quality improvement work fostered the enactment of such practice. Structured reflection and research-informed quality improvement projects contributed to the participants' awareness of the primary care context.</p><p><strong>Discussion: </strong>Knowledge creation activities observed through interactive learning and the integration of different types of knowledge facilitated the implementation of advanced generalist practice. The participants valued the community of practice gained through the program and would come to rely on programs designed to encourage networking and enable peer support. Finally, research-informed quality improvement projects built to analyze problems and monitor solutions are crucial for an early career physician to develop a sense of agency that shapes their primary care practice.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903444","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":"Strengthening the Chain: A Continuing Medical Education Program for Test Results Follow-up.","authors":"Élisabeth Normand, Hannah Ramsey, Richard Mimeault, Karen Lemay, Diane Heroux, Allan McDougall","doi":"10.1097/CEH.0000000000000568","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000568","url":null,"abstract":"<p><strong>Introduction: </strong>The Canadian Medical Protective Association (CMPA)'s Commitment to Change in Test-Results Follow-Up (CTC-TRFU) program aims to provide physicians with resources to enhance their test results follow-up systems for improved patient safety. Framed around the Transtheoretical Model, the program involves a 6-month multimodal educational intervention involving individual and group coaching sessions, action planning, and reflection surveys.</p><p><strong>Methods: </strong>This study evaluates the CTC-TRFU program's impact by analyzing survey responses and course documents, focusing on three main outcomes: physicians' perceived barriers and challenges, changes in their confidence and commitment, and implemented practice changes with perceived impact on patient safety. Participants were Canadian physicians who enrolled through the CMPA's open-access registration, with a particular emphasis on those facing challenges in test result follow-up.</p><p><strong>Results: </strong>One hundred two physicians have enrolled in the program. Of these physicians, 34 (33.3%) have successfully completed the program and 28 (27.5%) are actively enrolled. Among the 34 physicians who successfully completed the program, an overwhelming majority of 97.1% (n = 33) expressed their belief that the improvements made to their test follow-up system significantly enhance patient safety within their practice. We observed a significant increase in confidence in the robustness of the physician's follow-up system from program registration to completion (P < .001). Physicians reported catching specific missed test results (55.9%, n = 19), including various laboratory reports and diagnostic imaging like abnormal mammograms or missing MRI/CT results.</p><p><strong>Discussion: </strong>Physicians who participated in the CTC-TRFU program reported meaningful practice changes, which we believe underscores the value of comprehensive, longitudinal continuing patient safety CPD initiatives. These findings indicate the potential for future studies to explore the long-term impact of similar programs and their scalability.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903443","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":"CPD Success With Technagogy in Health Professions: Determinants and Merits.","authors":"Irvin Ong, Michael Joseph Dino, Caroline Marian Enriquez, Trisha Joy Gotinga, Corazon Esluzar, Sharon Cajayon, Arnel Buencamino, Fraulein Pimentel-Tormon, Angelita Rodriguez, Alicia Tablizo","doi":"10.1097/CEH.0000000000000559","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000559","url":null,"abstract":"<p><strong>Introduction: </strong>Continuing professional development (CPD) has become a common strategy to address the gaps in knowledge and competencies during the pandemic. Given the drastic changes in the learning environment, this study explored \"technagogy\" or teaching with technology in CPD in the health professions.</p><p><strong>Methods: </strong>A mixed-methods study was used to ascertain the determinants and merits of CPD success from the participants' perspectives (n = 237). The quantitative data underwent structural equation modeling using partial least squares. We also thematically analyzed the qualitative responses and synthesized concurrent findings.</p><p><strong>Results: </strong>The structural model accounted for a 64% variance in the CPD success. Its significant direct predictors (P < .05) were instructional, curriculum, and nurturant effects. From the participants' experiences, we generated four themes as the merits of CPD: learning, teaching, knowledge, and technology scholarships. Finally, we constructed a synthesized model, the CPD Determinants and Intrinsic Assets in Learning, which can offer modest guidance in navigating CPD with technagogy.</p><p><strong>Discussion: </strong>The study findings emphasize the convergence and divergence points as considerations in teaching and learning with technology. It also offers valuable insights into relevant implications of technagogy in CPD, including its theory, practice, policy, and research.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141894770","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":"E-learning Interventions for Quality Improvement Continuing Medical Education-A Scoping Review.","authors":"Michael J Roth, Lauren A Maggio, Joseph A Costello, Anita Samuel","doi":"10.1097/CEH.0000000000000564","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000564","url":null,"abstract":"<p><strong>Introduction: </strong>Improving health care quality and patient safety are top priorities for the medical field. Robust continuing medical education (CME) programs represent major interventions to effectively teach quality improvement (QI) principles to practicing physicians. In particular, eLearning, a term describing online and distance learning interventions using digital tools, provides a means for CME interventions to reach broader audiences. Although there has been a focus on CME addressing QI, no knowledge synthesis has focused specifically on eLearning interventions. The purpose of this review was to examine the current landscape of eLearning interventions in QI-focused CME.</p><p><strong>Methods: </strong>We conducted a scoping review using the framework developed by Arksey and O'Malley as revised by Levac. We searched five databases and identified 2467 prospective publications, which two authors independently screened for inclusion. From each included article, two authors independently extracted data on the instructional modalities and QI tools used and met regularly to achieve consensus.</p><p><strong>Results: </strong>Twenty-one studies were included. Most studies used blended instruction (n = 12) rather than solely eLearning interventions. Salient findings included the importance of coaching from QI experts and institutional support for planning and implementing eLearning interventions. Lack of protected time and resources for participants were identified as barriers to participation in CME activities, with small practices being disproportionately affected.</p><p><strong>Discussion: </strong>Partnerships between CME developers and sponsoring organizations are vital in creating sustainable eLearning interventions for QI-focused CME. Remote coaching can be an effective strategy to provide ongoing support to geographically separated learners.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141724959","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":"Evaluation of a Novel Online Webinar for Health Care Practitioner Education on the Health Effects of Smoking Cannabis in the Airway","authors":"Amanda Hu, Emily Catherine Deane, Simran Gill, Brenna Lynn","doi":"10.1097/ceh.0000000000000565","DOIUrl":"https://doi.org/10.1097/ceh.0000000000000565","url":null,"abstract":"\u0000 \u0000 The rapid legalization of cannabis has led to a knowledge gap among health care practitioners (HCPs). This study aimed to evaluate a novel online webinar for HCP education on the health effects of smoking cannabis.\u0000 \u0000 \u0000 \u0000 An educational activity was developed by a multidisciplinary panel of experts. The webinar was recorded for on-demand viewing. A 10-item knowledge test was created by the multidisciplinary panel with content validity and was administered pre- and posteducational activity.\u0000 \u0000 \u0000 \u0000 Six hundred seven HCPs participated. Pre- to posttest scores increased from 56.9% ± 23.9% to 63.5% ± 24.7% (P < .0001). The live group had a significantly higher improvement in scores (10.5% [7.1-13.8% 95% CI] (P < .0001)) than the on-demand group. In multivariable regression model, the following factors were associated with a greater improvement in scores: older age (P = .0074), physician occupation (P = .026), live mode of learning interacted with lower pretest score (P < .0001), and live mode of learning interacted with female gender (P = .001). Approximately three-quarters of participants rated the webinar as above average (44.8%) or outstanding (29.8%).\u0000 \u0000 \u0000 \u0000 This novel online educational activity increased knowledge and awareness of the health effects of smoking cannabis in the airway among HCPs and engaged learners virtually during the COVID-19 pandemic.\u0000","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141822566","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":"Mapping the Landscape of Continuing Professional Development: A Pilot Gap Map of Systematic Reviews","authors":"Mette Andersen Nexoe, T. H. Andersen, Sigrid Mørkeberg Nilsson, Ulla Bjerre-Christensen, Kirsten Lomborg, Ole Norgaard","doi":"10.1097/ceh.0000000000000558","DOIUrl":"https://doi.org/10.1097/ceh.0000000000000558","url":null,"abstract":"Gap maps graphically represent evidence from systematic reviews. We developed and tested a pilot gap map of systematic reviews examining the impact of continuing professional development (CPD). We conducted a mapping review and charted the content of systematic reviews in a pilot gap map. Directive content analysis helped develop categories in three dimensions: evaluation framework, study characteristics, and number of systematic reviews. Of 389 identified records, 29 systematic reviews were included in the pilot map. We found gaps in evidence evaluating the impact of e-learning and skills training programs on various outcomes (patient, care, and work environment). Most evaluations corresponded to Kirkpatrick's learning model, with few considering other outcomes or how CPD could be mediated or influenced by contextual factors. Rooted in social epidemiological principles, the pilot map framework introduced new ways of understanding evidence from systematic reviews. Although the pilot map illuminated several evidence gaps and perspectives important to future CPD, a complete map is needed to validate the findings.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141001926","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}