Journal of Continuing Education in the Health Professions最新文献

{"title":"Meeting Continuing Education Needs Through Online Learning in Conflict Settings: Insights from Ukraine.","authors":"Shala Cunningham, Olha Kovalchuk, Rachael Lowe","doi":"10.1097/CEH.0000000000000660","DOIUrl":"10.1097/CEH.0000000000000660","url":null,"abstract":"<p><strong>Introduction: </strong>The war in Ukraine has disrupted health and education systems, limiting access to in-person continuing education at a time of increasing rehabilitation needs. Courses on an online learning platform were expanded and translated into Ukrainian to support both immediate and long-term professional development. This study examined how rehabilitation professionals and educators engaged with an online learning platform and how they perceived its relevance for clinical practice and teaching.</p><p><strong>Methods: </strong>A convergent mixed-methods design was used. Data were collected from platform analytics, an anonymous online survey, and semistructured interviews. Platform analytics captured participation and completion trends after the translation of more than 400 courses into Ukrainian. The survey (n = 231) explored course selection, application of new knowledge, barriers and facilitators to implementation, and perceived practice changes. Interviews (n = 8) provided deeper insight into how participants integrated online learning into clinical care and education. Quantitative and qualitative data were analyzed separately and integrated during interpretation.</p><p><strong>Results: </strong>Between October 2024 and September 2025, 2189 Ukrainian users completed 21,647 courses, including 11,784 completed in Ukrainian translation. Survey respondents self-reported greater confidence, improved use of evidence-informed decision making, and changes in clinical and teaching practices. Common barriers included limited equipment and difficulty adapting content, whereas facilitators included course relevance, language accessibility, and personal motivation. Interview analysis generated two themes: translating online learning into complex case management and enhancing classroom teaching through online resources.</p><p><strong>Discussion: </strong>This case highlights engagement with accessible, contextually adapted online learning supported professional development and knowledge sharing during a period of significant system disruption.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148340853","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":"Integration Experiences of International and Canadian Medical Graduates New to Rural Practice.","authors":"Adam Gavarkovs, Steph Gariscsak, Ray Markham, Brenna Lynn","doi":"10.1097/CEH.0000000000000665","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000665","url":null,"abstract":"<p><strong>Introduction: </strong>Physicians who successfully integrate into their rural community are more likely to remain, yet little is known about whether international medical graduates (IMGs) face unique challenges in navigating the process of integration compared with locally trained physicians. This study explores how new-to-rural-practice Canadian medical graduates (CMGs) and IMGs in British Columbia experience the integration process.</p><p><strong>Methods: </strong>Participants included CMGs and IMGs new to rural practice in British Columbia. Participants completed a semistructured interview and data was analyzed using a deductive coding process.</p><p><strong>Results: </strong>Twelve CMGs and 10 IMGs participated. Integration involved two complementary processes: learning how to navigate the contextualized, varied demands of rural practice and identifying as a member of the community. IMGs tended to face a steeper learning curve to meet their community's needs. Some physicians navigated integration by seeking local mentorship.</p><p><strong>Discussion: </strong>This study suggests that CMGs and IMGs navigate a similar integration process but IMGs face additional barriers in doing so. Mentors are a promising means to support integration, especially for IMGs and CMGs unfamiliar with rural living, by building professional competence and facilitating social identification.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148333549","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":"Development and Early Outcomes of Interprofessional Education on Opioid Use Disorder in the Kentucky HEALing Communities Study.","authors":"Christopher D Cook, Katrina Nickels, John A Lauckner, Michelle R Lofwall, Laura Fanucchi, Sharon L Walsh, Maggie Lang, Phillip M Westgate, Devin Oller","doi":"10.1097/CEH.0000000000000638","DOIUrl":"10.1097/CEH.0000000000000638","url":null,"abstract":"<p><p>Clinicians and nonclinicians, such as recovery coaches and care navigators, serve important roles in addiction treatment. Literature is limited regarding what interprofessional training is needed to care for clients with opioid use disorder (OUD). The Kentucky Opioid Overdose Prevention and Education Network (KY-OPEN) is a virtual education series developed as part of the HEALing (Helping End Addiction Long-Term) Communities Study providing education on evidence-based practices for treating OUD. This article describes KY-OPEN's development, curriculum, engagement, and early impact. KY-OPEN curriculum development aimed to ensure adequate interprofessional health literacy regarding fundamentals of OUD treatment. Participants were recruited through weekly newsletters distributed among study personnel and partnering community members. Six and 16-month post-launch surveys evaluated engagement, utility of KY-OPEN topics, and perceived confidence in skill development. The 68-session curriculum, delivered from January 2021 to June 2022, had a mean of 23 people attend each live session and 1713 asynchronous recorded session views during delivery. Survey results indicated high satisfaction with content, high professional relevance, and high confidence in addressing stigma, providing appropriate referrals, and educating others about OUD. Virtual interprofessional education can successfully engage and provide helpful training to clinicians and nonclinicians about OUD.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148273674","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":"Multimodal Pediatric Advance Care Planning Training for Neonatal Intensive Care Unit and Palliative Care Practitioners: Training, Self-Efficacy, and Practice.","authors":"Tamiko Younge, Hailey Moore, Laila A Mahmood, Jessica D Thompkins, Thevaa Chandereng, Maureen E Lyon","doi":"10.1097/CEH.0000000000000658","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000658","url":null,"abstract":"<p><strong>Introduction: </strong>Pediatric advance care planning is an iterative process that supports families in sharing their values, hopes, and preferences for their child's future medical care. Advance care planning rarely occurs in the neonatal intensive care unit (NICU), and if it does, it is often without the benefit of high-quality practitioner training. We evaluated a multimodal, high-fidelity pediatric advance care planning training for NICU and palliative care practitioners.</p><p><strong>Methods: </strong>We conducted a pilot evaluation study of the Respecting Choices® Next Steps Family-Centered Pediatric Advance Care Planning facilitator training. Training included online modules, live class, and mock interviews with standardized patients. Learners reported self-efficacy, barriers, and utilization before, after, and 3 months after training. Analysis included paired t tests adjusted for multiple tests.</p><p><strong>Results: </strong>A total of 18 practitioners completed the training and certification. Advance care planning self-efficacy increased after training (difference = 0.68, 95% CI [0.34 to 1.0]) and remained stable after 3 months (difference = 0.03, 95% CI [-0.24 to 0.3]). Practitioners' confidence in performing individual steps of advance care planning increased significantly 3 months after training compared with baseline. Eleven learners reported applying learned skills in their practice, and six learners reported facilitating advance care planning with 13 families.</p><p><strong>Discussion: </strong>Pediatric advance care planning facilitator training was effective and used by an interdisciplinary group of practitioners working in the NICU. Future work includes incorporating advance care planning into NICU workflow, supporting skill maintenance, and studying effect on patient care.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148333967","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":"Rural Physicians' Motivation to Participate in a Peer Coaching Program.","authors":"Adam Gavarkovs, Ievgeniia Rozhenko, Emily Boardman","doi":"10.1097/CEH.0000000000000653","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000653","url":null,"abstract":"<p><strong>Introduction: </strong>Peer coaching is a promising strategy for continuing professional development for enhancing physicians' skills and mitigating burnout. Coaching may be particularly important for helping rural physicians maintain or extend their traditionally broader scope of practice, yet little is known about what motivates rural physicians to engage in coaching. To address this gap, the purpose of this study was to investigate rural physicians' motivation to participate in a peer coaching program.</p><p><strong>Methods: </strong>This study analyzed semi-structured interviews with 22 rural physicians who participated in the Coaching and Mentoring Program offered by University of British Columbia's continuing professional development. Interviews, which were originally collected for program evaluation, were analyzed using template analysis within a constructivist framework. Deductive codes were informed by expectancy-value theory and self-determination theory, while inducive codes captured novel insights.</p><p><strong>Results: </strong>Four key themes emerged: (1) Participants valued closing perceived gaps between their current skills and their evolving scope of practice; (2) credible and invested coaches fostered expectancies of success; (3) experiences during the coaching journey facilitated ongoing motivation; and (4) competing demands threatened ongoing motivation.</p><p><strong>Discussion: </strong>This study suggests that coaching programs for rural physicians should be responsive to the varied demands that drive rural physicians to seek coaching and support meaningful coach-coachee interactions to foster sustained engagement. Future research should seek the perspective of non-participants and compare peer versus professional coaching models.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148260208","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":"Advancing Professionalism in Continuing Education: Development and Early Outcomes of Accreditation Council for Continuing Medical Education Certificate Assessments.","authors":"Graham T McMahon, Steve Singer","doi":"10.1097/CEH.0000000000000651","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000651","url":null,"abstract":"<p><strong>Introduction: </strong>Continuing education (CE) professionals play a central role in maintaining the integrity, independence, and operational quality of accredited CE programs, yet the workforce lacks standardized mechanisms to demonstrate applied competence in accreditation and data stewardship.</p><p><strong>Methods: </strong>The Accreditation Council for Continuing Medical Education developed two certificate programs, Standards for Integrity and Independence in Accredited CE and Data Management in Accredited CE, each culminating in a competency-based, remotely proctored assessment. Assessment development included blueprinting, expert review, pilot testing with novices and CE professionals, classical item analysis, and empirical performance-based standard setting using pilot performance data. Each assessment included scenario-based multiple-choice items and a single open-response item. Reliability and item performance were evaluated in the initial operational cohort.</p><p><strong>Results: </strong>In the first cohort, 118 participants completed the Standards assessment and 76 completed the Data Management assessment. Mean scores were 80.1 (range 29-97) and 84.9 (range 46-99), with 80% and 84% meeting the predetermined passing standard. Internal consistency was high for the Standards assessment (KR-20 0.89) and acceptable for Data Management (KR-20 0.69). Open-response responses showed consistent identification of core problems but greater variability in systems-level planning and communication strategies. Learner feedback was positive, with >80% indicating they would recommend the programs and reported difficulty consistent with applied, judgment-based assessment.</p><p><strong>Discussion: </strong>Early findings provide validity evidence supporting certificate-based assessments as a practical approach to verifying applied competence among CE professionals and may help professionalize the CE workforce by offering defensible, role-specific markers of competence.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148213231","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 Systematic Review Evaluating the Implementation of Entrustable Professional Activities in Family Medicine Programs.","authors":"Kimera Tamzin Suthiram, Mergan Naidoo","doi":"10.1097/CEH.0000000000000649","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000649","url":null,"abstract":"<p><strong>Introduction: </strong>Entrustable Professional Activities (EPAs) aim to align medical education with real-world clinical practice through a task-based, competency-oriented approach. Despite increasing global interest, the implementation of EPA in postgraduate Family Medicine remains inconsistent. This systematic review examines international experiences with EPAs in Family Medicine, focusing on reported benefits, challenges, and lessons for curriculum development.</p><p><strong>Methods: </strong>A systematic review of studies published between 2004 and 2024 was conducted. Data were appraised using the Mixed Methods Appraisal Tool (MMAT) version 2018, with thematic synthesis guided by a program logic model. Systematic reviews, book chapters, and letters to the editor were excluded. Searches were conducted in Scopus, PubMed, EBSCOhost, BMJ, JSTOR, ScienceDirect, and Google Scholar.</p><p><strong>Results: </strong>Eleven studies met the inclusion criteria. Four themes emerged: clarification of EPA terminology and conceptual foundations, implementation stages and strategies, differences between the Global North and the Global South, and educational benefits and barriers. Methodological quality was high, with MMAT scores ranging from 71% to 100%. Studies emphasized the contextually relevant design of EPA and the use of multiple workplace-based assessment data points to support entrustment decisions across diverse clinical settings. Reported benefits included clearer performance expectations, improved assessment transparency, and enhanced formative feedback. Key challenges included integrating into existing curricula and assessment systems, addressing faculty development needs, and overcoming institutional resistance.</p><p><strong>Discussion: </strong>Despite challenges, EPAs demonstrate strong potential to advance competency-based postgraduate training and enhance quality assurance in Family Medicine, providing practical guidance for curriculum reform and workplace-based assessment.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148213220","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 Research Capacity in Health and Care Practitioners: Qualitative Insights From an Internship Program.","authors":"Scott Lamont, Kathryn Berzins, Paul Boland, Georgia Aspinall","doi":"10.1097/CEH.0000000000000652","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000652","url":null,"abstract":"<p><strong>Introduction: </strong>A research competent workforce is essential for embedding and sustaining evidence-based practice with health and care services. Despite strategic emphasis, many practitioners lack the confidence, skills, and opportunities to engage in research. This study explored the experiences of health and care practitioners from a range of clinical and nonclinical roles undertaking a project-based research internship. It aimed to identify key barriers and enablers to research engagement.</p><p><strong>Methods: </strong>A qualitative study was conducted with participants engaged in a 12-month research internship program in the north west of England. Using normalization process theory as a framework, an online semistructured group interview was held with six interns postprogram. Data were analyzed thematically and mapped to normalization process theory domains: coherence, cognitive participation, collective action, and reflexive monitoring.</p><p><strong>Results: </strong>Four themes were identified: discovering purpose from initial uncertainty; negotiating commitment and researcher identity; applying research practice within real-world contexts; and establishing a sense of research legitimacy. Subthemes provide nuance around clarifying expectations, balancing responsibilities, support structures, adapting to organizational constraints, and the internship as a foundation for future practice.</p><p><strong>Discussion: </strong>The internship program successfully contributed to the development of confidence and researcher identity among novice practitioners. Engagement was maintained through supervision, peer interaction, and pastoral input from coordinators, while workload pressures and differing expectations across stakeholders created challenges. Future delivery should continue to prioritize supportive supervision, peer connection, and pastoral input, while also attending to alignment of expectations, reliable provision of protected time, and training timing that aligns with project milestones.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148213241","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 Collaboration to Inclusion: Health Service Staff Perceptions of Education Codesigned with People with Lived Experience of Disability.","authors":"Tracey Parnell, Tana Cuming","doi":"10.1097/CEH.0000000000000645","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000645","url":null,"abstract":"<p><strong>Introduction: </strong>For people living with disability, navigating mainstream health care presents challenges that restrict access to services, limit participation in health-related decisions, and contribute to poor health outcomes. Recognizing the need to facilitate accessible and inclusive health care, an education program for health service staff was codesigned by people with lived experience of disability, a regional health service, and a disability service provider.</p><p><strong>Methods: </strong>A qualitative approach was used to determine staff perceptions of the effectiveness and impact of the program. All staff were invited to participate in the evaluation. Data were collected through open-ended survey questions and in-depth interviews and analyzed thematically.</p><p><strong>Results: </strong>Four themes were identified in the data: the value of the inclusion of lived experience in education design and delivery; the importance of foregrounding person-centered care; communication; and co-ordinated service delivery. Overall staff perceived the education program to be valuable in improving their knowledge, understanding, and confidence to work with people with disability and their families.</p><p><strong>Discussion: </strong>Education focused on developing the knowledge, understanding, communication, and confidence of health service staff to work with people with disability and their families is impactful and meaningful when codesigned with people with lived experience.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148213274","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":"Prepublication Podcast Peer Review: Summary of an Innovation.","authors":"Rebecca A Carson, Jennifer A Mauney, Jessica D Murphy, Danielle K Sebbens, Remi Hueckel, Michael A Maymi","doi":"10.1097/CEH.0000000000000650","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000650","url":null,"abstract":"<p><strong>Introduction: </strong>Podcasts are a popular educational tool for health professions, known for their availability and flexibility. Skeptics criticize podcasts for often absent editorial oversight, which can threaten quality. The purpose of this pilot project was to introduce and standardize prepublication peer review for a pediatric podcast.</p><p><strong>Methods: </strong>The Peer Review Tool was adapted to incorporate reviewer clinical expertise and subjective feedback in a prepublication format. A standardized prepublication peer review process mirrored refereed journals. Volunteer nurse practitioner faculty wrote and reviewed a pediatric podcast series. The article authors and an external reviewer also independently scored episodes. Interrater reliability was evaluated using percent agreement and intraclass correlation coefficient (3,4). Numeric review scores were displayed publicly online in podcast show notes.</p><p><strong>Results: </strong>An 11-episode podcast series was written and reviewed by 23 nurse practitioners. Each reviewer was matched with an episode based on their identified clinical expertise. Most episodes (n = 10; 90.9%) were published with the highest possible score. Percent agreement was very good between two peer reviewers and article authors (90.9%) when compared with the external reviewer (72.7% and 81.8%, respectively). Intraclass correlation coefficient (3,4) was 0.45, reflecting moderate reliability because of limited variability of scores and ceiling effect.</p><p><strong>Discussion: </strong>A standardized approach to prepublication peer review consistently produced podcasts that met established high-quality standards. Any podcast producer can replicate this process to achieve guideline calls to meet quality standards. More research is needed to adapt prepublication tools to increase rigor and content integrity, train users on their use, and improve transparency for listeners.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148213185","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}