Journal of Continuing Education in the Health Professions最新文献

{"title":"AI and System Evolution in CPD: Integrating CHAT with a Unified Theory of Emergent System Evolution.","authors":"Vjekoslav Hlede","doi":"10.1097/CEH.0000000000000655","DOIUrl":"10.1097/CEH.0000000000000655","url":null,"abstract":"<p><strong>Abstract: </strong>Artificial intelligence (AI) transforms how clinicians, teams, and patients make decisions and learn. That changes the activity systems in which continuing professional development (CPD) occurs. Most CPD scholarships focus on specific AI applications but lack frameworks to explain broader sociotechnical shifts across health care. This paper combines Cultural-Historical Activity Theory with a Unified Theory of Emergent System Evolution to examine how AI induces contradictions within and between activity systems and how those contradictions accelerate structural changes in learning, collaboration, identity, and governance. Cultural-Historical Activity Theory helps us observe how AI shapes tools, rules, roles, and community structures, whereas the four-phase evolutionary model describes how learning systems progress through recognizable developmental patterns: egocentric, technocentric, ecocentric, and holocentric. AI enhances transformation by amplifying tensions, creating new forms of distributed cognition across individual, team, organizational, professional, and societal levels, and ultimately, enabling expansive learning. The framework provides a conceptual toolset for designing learning ecosystems that are adaptive, relational, ethical, and resilient to changes in AI-enhanced clinical and CPD contexts.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"171-176"},"PeriodicalIF":1.8,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13492639/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148260185","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}

{"title":"The 2025 Paul Mazmanian JCEHP Award for Excellence in Research.","authors":"Ginny Jacobs, Julie B McCausland, Dustin Ensign","doi":"10.1097/CEH.0000000000000646","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000646","url":null,"abstract":"","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976645","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":"Science of Learning Strategy Series: Article 8, Managing Cognitive Load to Maximize Learning.","authors":"Thomas J Van Hoof, Megan A Sumeracki, Christopher R Madan","doi":"10.1097/CEH.0000000000000643","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000643","url":null,"abstract":"<p><strong>Abstract: </strong>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, elaboration, and contextual learning, 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), making connections between concepts one is trying to learn and other known concepts (elaboration), and leveraging cues to remember important information (contextual learning) represent strategies that are underutilized in CPD. Participants and planners alike can benefit from learning science recommendations to inform their decisions. Managing cognitive load, the subject of this article, is another evidence-based strategy that supports the study and practice of important information. By better understanding cognitive load to avoid unnecessary and excessive mental strain, CPD participants and planners can make more informed educational decisions.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976602","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":"Professional Inclusivity: Creating Professional Development Learning Environments to Facilitate Learning Across the Health Professions.","authors":"Maura N Polansky, Jascha de Nooijer, Goetz Fabry","doi":"10.1097/CEH.0000000000000641","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000641","url":null,"abstract":"<p><strong>Introduction: </strong>Learning environments involving multiple health professions may provide opportunities for interprofessional learning (IPL). However, not all multiprofessional settings provide the necessary conditions to support IPL. Using the concept of professional inclusivity, this study's purpose was to explore conditions that support professionally inclusive learning environments in professional development programs, using the example of Master in Health Professions Education (MHPE) programs.</p><p><strong>Methods: </strong>Semistructured interviews with 14 students and faculty from 4 MHPE programs were conducted. Member checking of key themes was performed to enhance validity.</p><p><strong>Results: </strong>Organizing principles for supporting professionally inclusive learning environments were identified: (1) being intentional, (2) leveling the playing field, and (3) focusing on commonalities. Intentionality refers to the essential role of faculty in considering how each aspect of the program can affect inclusivity. Leveling the playing field refers to establishing a culture where students (and often faculty) are seen as equal regardless of profession. Commonalities relates to the common background of students, in both clinical and teaching experiences, and their shared educational needs.</p><p><strong>Discussion: </strong>Organizing principles for fostering professional inclusivity in professional development learning environments were identified. Specific recommendations for the application of these principles are provided. Professional inclusivity may be significantly valuable as a conceptual framework for further research regarding IPL.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147379319","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":"Mechanisms of Change: Qualitative Analysis of a Group Peer Mentoring Intervention for Academic Medicine Research Faculty.","authors":"Lance D Laird, Kimberly Bloom-Feshbach, Barbara Bokhour, Linda H Pololi","doi":"10.1097/CEH.0000000000000639","DOIUrl":"10.1097/CEH.0000000000000639","url":null,"abstract":"<p><strong>Introduction: </strong>Despite the recognized need for effective mentoring for faculty in academic medicine, mechanisms driving successful mentoring interventions remain underexplored. Two consecutive cohorts of 20 academic medicine mid-career research faculty from 27 US medical schools participated in a randomized controlled trial of the yearlong C-Change Mentoring & Leadership Institute intervention. Participants convened quarterly for 2- and 3-day intensive sessions in 2020 to 2022.</p><p><strong>Methods: </strong>We examined how this complex group peer-mentoring intervention produced positive changes in the perspectives, attitudes, and practices of individual faculty participants and the group. Qualitative data included ethnographic observations, participant writings, and semi-structured interviews. We used codebook thematic analysis to characterize changes in individuals and the group, paired with a realist evaluation framework to identify essential functions and activities within the C-Change Institute.</p><p><strong>Results: </strong>The mechanisms that produced change consisted of four key functions, each involving multiple forms (or activities): (1) forming group culture through participatory activities, establishing psychological safety and mutual affirmation; (2) encouraging self-reflection through introspective exercises and structured storytelling; (3) forming empathic relationships, telling life stories, and discussing experiences of difference and power; and (4) envisioning a successful future through aligning personal values and professional goals, using structured stepwise short and long-term career planning. The authors illustrate the interactions of these functions and activities.</p><p><strong>Discussion: </strong>This successful mentoring experiment of learning and career development in a changed culture provides a blueprint for broader culture change in academic medicine that must honor values, encourage reflective practice, team building, and relational leadership in career development.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"112-119"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146127400","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":"Evaluating the Impact of a Health Equity Continuing Professional Development Initiative: A Program Evaluation of the Critical Dialogues for Action Series.","authors":"Stéphanie Lalande, L Jayne Beselt, Jerry M Maniate","doi":"10.1097/CEH.0000000000000629","DOIUrl":"10.1097/CEH.0000000000000629","url":null,"abstract":"<p><strong>Introduction: </strong>Systemic inequities in health care continue to negatively affect marginalized communities, highlighting the need for equity-oriented continuing professional development (CPD). The Critical Dialogues for Action (CDFA) Series was developed to foster health equity, accessibility, and social accountability through dialogue-based workshops. This evaluation aimed to assess the CDFA Series' planning and delivery outputs, and its short-term impacts on participants' attitudes, knowledge, and intentions to apply equity-informed practices.</p><p><strong>Methods: </strong>A mixed-methods design was used, incorporating quantitative surveys and qualitative feedback from attendees, speakers, and planning committee members. Data sources included program evaluation surveys, postsession feedback surveys, and semistructured interviews. Descriptive statistics and thematic analysis were used to analyze the data, supported by visualizations and participant quotes.</p><p><strong>Results: </strong>Survey respondents (n = 25) and postfeedback participants (n = 90) reported high satisfaction with the CDFA Series' content, relevance, and delivery. Quantitative results showed statistically significant increases in perceived knowledge after session participation ( p = .014). Thematic analysis revealed increased awareness of equity principles, intent to apply new strategies in professional roles, and appreciation for inclusive, reflective dialogue. Speakers and committee members highlighted strong coordination and a desire for ongoing enhancements in diversity and engagement.</p><p><strong>Discussion: </strong>Findings demonstrate the CDFA Series' effectiveness in supporting equity-focused learning and fostering a professional community of practice. These results underscore the potential of dialogue-based CPD initiatives to promote critical reflection and real-world application of health equity principles in diverse professional contexts.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"133-139"},"PeriodicalIF":1.7,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145806333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Online Learning Module on the Role of Audiologists in Team-Based Primary Care: A Quality Improvement Assessment.","authors":"Jana N Bataineh, Adam Gavarkovs, Sheila T F Moodie, Robin O'Hagan, Bonnie Cooke, Jennifer Cameron-Turley, Danielle Glista","doi":"10.1097/CEH.0000000000000616","DOIUrl":"10.1097/CEH.0000000000000616","url":null,"abstract":"<p><strong>Introduction: </strong>The rapidly changing hearing health landscape, paired with health system resource and delivery challenges, presents the need to develop innovative learning opportunities that prepare health care professionals to work as part of an interprofessional team.</p><p><strong>Methods: </strong>An interprofessional team of clinicians and researchers developed an online learning module titled The Role of Audiologists in Team-Based Primary Care . To support quality improvement efforts, learners were asked to complete pre- and post-module surveys, which included multiple-choice knowledge questions and Likert-scale statements assessing self-efficacy, value, and knowledge of learners' premodule and postmodule completion.</p><p><strong>Results: </strong>Forty-seven learners participated in a premodule and postmodule assessment. Pre-module to post-module responses increased for all three domains evaluated: knowledge, self-efficacy, and value. The findings were not significant for the value of audiology in team-based primary care, indicating the need for greater efforts to encourage buy-in among learners through experiential learning opportunities and integration of content into mandated training.</p><p><strong>Discussion: </strong>Preliminary findings from this quality assessment highlight that a novel online learning module focused on the roles of audiologists in team-based primary care can affect learners' knowledge, self-efficacy, and values regarding the topic. Future evaluations assessing the impact of module implementation alongside in-person activities can further improve learners' outcomes.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"140-143"},"PeriodicalIF":1.7,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144876556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Training to Reality: System-Level Barriers and Behavioral Gaps in Prehospital Cardiopulmonary Resuscitation Among Emergency Medical Technicians in Taiwan.","authors":"Wei-Hsiang Huang","doi":"10.1097/CEH.0000000000000625","DOIUrl":"10.1097/CEH.0000000000000625","url":null,"abstract":"<p><strong>Introduction: </strong>Despite regular cardiopulmonary resuscitation (CPR) training, emergency medical technicians (EMTs) often struggle to transfer learned skills into real-world performance. This study explores how system-level and contextual factors affect learning transfer in Taiwan, using the Systems Engineering Initiative for Patient Safety and Kirkpatrick frameworks.</p><p><strong>Methods: </strong>We employed a mixed-methods design involving 123 EMTs. Data sources included quality cardiopulmonary resuscitation simulation scores, 125 video-recorded out-of-hospital cardiac arrest events, and EMTs' open-ended reflections. Quantitative analyses examined associations between CPR performance and training or demographic variables. Qualitative data were analyzed thematically, guided by Systems Engineering Initiative for Patient Safety domains and Kirkpatrick levels 2 to 3.</p><p><strong>Results: </strong>Automated external defibrillator voice prompts were significantly associated with improved compression rates ( P = .03 in regression analysis), whereas no demographic factor predicted compression depth or recoil, and the regression model explained only a small fraction of performance variance (adjusted R2 = 0.04). Video data revealed frequent field errors such as equipment misplacement, delayed automated external defibrillator use, and poor team coordination. Reflections highlighted environmental barriers and lack of structured debriefing.</p><p><strong>Discussion: </strong>Findings suggest that real-world CPR performance is more influenced by systemic and contextual obstacles than by individual competencies. Enhancing psychological realism, team-based simulations, and debriefing practices may improve learning transfer from training to field performance. The integration of simulation, field video, and EMT reflections underscores that training-performance gaps must be addressed through system-level reforms rather than isolated technical retraining.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"95-102"},"PeriodicalIF":1.7,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145294263","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 Vision to Image: Visualizing Professional Identity in a Health Professions Educator Curriculum.","authors":"Rachel W Moquin, Bola Gawargious, Avi Dobrusin, Tiffany Rosenzweig, Lara Zisblatt","doi":"10.1097/CEH.0000000000000635","DOIUrl":"10.1097/CEH.0000000000000635","url":null,"abstract":"<p><strong>Introduction: </strong>Although health care professionals develop a professional identity through intensive education and training programs in their fields, there is not the same formal process for developing a parallel identity as a teacher. Many educational programs include arts-based activities in their curriculum to promote professional identity formation, as art can foster reflection and self-discovery. This project explores the use of a capstone art assignment to offer an immersive and emotionally resonant method for identity development, drawing on creativity to access a more personal sense of self.</p><p><strong>Methods: </strong>The Developing Expertise in Clinical Education curriculum connects educator skill development with professional identity formation, using a final drawing project to explore participants' emerging identities as teachers. Grounded in the ACGME Clinician Educator Milestones, early career health professions educators engaged in 6 months of professional development and coaching. Participants created visual representations and written descriptions of their envisioned roles as educators.</p><p><strong>Results: </strong>Quantitative survey responses showed significant improvement ( P ≤ .0001) across all domains-role, milestones, feedback, didactics, bias, and teaching-with large effect sizes (|r| > .8). Thematic analysis of visual and written reflections revealed three key themes: curriculum influence on identity, reflections on identity, and influence of identity on practice, illustrating how the drawing activity supported self-perception and integration of the educator role.</p><p><strong>Discussion: </strong>Visual reflection can serve as a powerful tool to support identity formation among health professions educators. Arts-based methods may enhance professional development by fostering self-awareness, strengthening commitment to teaching, and supporting retention in academic medicine.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"128-132"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145936001","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":"Scope of Practice and Certification and Licensure of Medical Assistants in the United States.","authors":"Roaa Aggad, Wah Wah Myint, Qiping Fan, E Lisako J McKyer","doi":"10.1097/CEH.0000000000000642","DOIUrl":"10.1097/CEH.0000000000000642","url":null,"abstract":"<p><strong>Introduction: </strong>A medical assistant (MA) works under the supervision of physicians or nurses to perform standard clinical and administrative tasks in different health care settings. There is little consistency across the United States regarding the credentialing of MAs. This study examines MAs' perceptions of their training and certification process for MAs in a southwestern hospital.</p><p><strong>Methods: </strong>Secondary data analyses were performed on survey data to examine for differences at pre- and post-training to assess MAs' perceived effectiveness of the certification on improving their clinical knowledge and skills. We triangulated by analyzing data from semistructured interviews to clarify our understanding the perception of MAs' needs for certification.</p><p><strong>Results: </strong>Survey results of quantitative analyses revealed MA certification was viewed favorably, but its effectiveness in enhancing MAs' knowledge and skills remained debatable. In phase 2, participants expressed that certification was valuable, contributing to the MAs' willingness to engage in additional education.</p><p><strong>Discussion: </strong>MAs' perceptions toward the certification were essential for professional growth, competence, and patient safety. Yet, they faced barriers such as test anxiety, limited time, and access challenges that impeded successful completion. Moreover, they believed that certification enhances confidence and career advancement; however, inconsistent skill gains and logistical difficulties highlight the need for flexible, well-supported, and balanced training approaches that integrate both online and in-person learning for sustainable professional development. Therefore, future research is warranted to evaluate the effectiveness of MA certification in enhancing health care delivery and health outcomes.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"103-111"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147935137","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}