Journal of Continuing Education in the Health Professions最新文献

{"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}

{"title":"Developing an Online Professional Development Module to Support Family-Centered Service in Pediatric Rehabilitation.","authors":"Mihee An, Jeonghui Kim","doi":"10.1097/CEH.0000000000000634","DOIUrl":"10.1097/CEH.0000000000000634","url":null,"abstract":"<p><strong>Introduction: </strong>Despite strong evidence supporting family-centered service (FCS), service providers (SPs) often face challenges in applying these practices in pediatric rehabilitation. This report describes the development of an online professional development module to support FCS implementation in clinical settings.</p><p><strong>Methods: </strong>Module development was guided by best-practice recommendations for online knowledge translation, the Knowledge-to-Action model, and ADDIE instructional design principles. Focus group interviews were conducted with 14 SPs to identify training needs and preferences, including practical strategies for family engagement, which informed the content and structure of the module.</p><p><strong>Results: </strong>The resulting module comprises five chapters that integrate evidence-based strategies, video demonstrations, real-world case examples, and learning activities. A hybrid navigation structure was implemented to support both structured learning and flexible access. A 2-week pilot test with eight SPs informed refinements to enhance usability and navigation.</p><p><strong>Discussion: </strong>This study illustrates an iterative, user-centered approach to developing an online professional development resource that addresses the gap between FCS theory and practice. The module offers a practical, accessible tool to support SPs in adopting collaborative, family-centered approaches in pediatric rehabilitation. Future research should examine the module's long-term impact on provider behavior and outcomes for children, families, and organizations across contexts.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"144-147"},"PeriodicalIF":1.7,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145812357","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":"European Health Care Professionals' Readiness, Benefits, and Ethical Concerns Regarding Generative AI in Continuing Education.","authors":"Aleksandra Borzanović, Aleksandra Klašnja-Milićević, Nataša Papić-Blagojević, Mirjana Ivanović","doi":"10.1097/CEH.0000000000000640","DOIUrl":"10.1097/CEH.0000000000000640","url":null,"abstract":"<p><strong>Introduction: </strong>Generative artificial intelligence (GenAI) tools such as ChatGPT are rapidly transforming health care education. Understanding how health care professionals perceive these technologies is vital for responsible adoption. This study examines the readiness, perceived benefits, and ethical concerns of European health care professionals.</p><p><strong>Methods: </strong>A cross-sectional online survey was conducted among 47 health care professionals from clinical and academic institutions across Europe. The questionnaire assessed familiarity with GenAI, perceived usefulness in education and clinical contexts, ethical concerns, and readiness for adoption. Descriptive and inferential analyses, including chi-square tests, factor analysis, and regression, were applied to address seven predefined research questions.</p><p><strong>Results: </strong>Participants showed limited experience with GenAI but recognized its educational value, especially in preparing teaching materials and supporting student learning. Ethical concerns centered on accuracy, privacy, and loss of human interaction. Familiarity significantly predicted readiness to adopt, while demographic differences (eg, age, professional role) influenced attitudes modestly. Five user profiles were identified, ranging from education-focused to clinically oriented users.</p><p><strong>Discussion: </strong>Findings indicate cautious optimism toward GenAI. Health care professionals see clear educational potential but stress the need for accuracy, accountability, and ethical safeguards. Structured faculty training, institutional support, and AI literacy development are essential to balance innovation and responsibility.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"120-127"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147379349","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":"Learner Engagement, Teaching Effectiveness, and Digital Proficiency in In-Person Versus Livestream Continuing Medical Education.","authors":"Gretchen A Colbenson, David A Cook, Christopher R Stephenson","doi":"10.1097/CEH.0000000000000622","DOIUrl":"10.1097/CEH.0000000000000622","url":null,"abstract":"<p><strong>Introduction: </strong>Internet streaming of presentations (livestream) is an increasingly common approach for online continuing medical education (CME). The authors aimed to compare in-person versus livestream CME using outcomes of learner engagement and perceived teaching effectiveness and evaluate the relationship between learner digital proficiency, learner engagement, and teaching effectiveness in livestream CME.</p><p><strong>Methods: </strong>A nonrandomized comparison study was performed at a CME course in January to February 2022. Participants self-selected in-person or livestream modality. Measurements included the Learner Engagement Inventory, CME Teaching Effectiveness instrument completed after each presentation (score range 1 = strongly disagree, 5 = strongly agree [favorable]), and the Pew Digital Savviness Classifier (ie, digital proficiency) self-reported at baseline. Analyses accounted for repeated measures by participants.</p><p><strong>Results: </strong>Two hundred twenty-eight attendees consented to participate (172 in-person and 56 livestream) and submitted 6010 responses across 37 presentations. Learner engagement and teaching effectiveness were not significantly different between in-person and livestream CME (Learner Engagement Inventory mean 4.58 versus 4.63; difference -0.05; 95% confidence interval [CI]: -0.15 to 0.05, P = .33 and CME Teaching Effectiveness 4.70 versus 4.66; difference 0.04; 95% CI: -0.06 to 0.14; P = .46). In the livestream group, participants with low versus high self-reported digital proficiency reported similar learner engagement (4.52 versus 4.42, difference 0.09 [95% CI: -0.24 to 0.43, P =.58) and teaching effectiveness (4.60 versus 4.53, difference 0.08 [95% CI: -0.23 to 0.38), P = .62).</p><p><strong>Discussion: </strong>Learner engagement and teaching effectiveness were not statistically different between in-person and livestream CME modalities, and digital proficiency did not influence this relationship. Livestream CME seems to be a reasonable option, regardless of learners' digital proficiency.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"88-94"},"PeriodicalIF":1.7,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145379898","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 Digital Educational Intervention to Enhance Oncology Nurse Professional Practice to Support Safe Cannabis Use: A Pilot Study.","authors":"Billy Vinette, José Côté, Karine Bilodeau","doi":"10.1097/CEH.0000000000000631","DOIUrl":"10.1097/CEH.0000000000000631","url":null,"abstract":"<p><strong>Introduction: </strong>Young adults (aged 18-39) diagnosed with cancer often turn to cannabis to manage symptoms such as pain, anxiety, or cachexia. However, few educational interventions exist to train oncology nurses in supporting the safe use of cannabis in this population.</p><p><strong>Methods: </strong>We conducted a two-arm pilot randomized controlled trial (1:1) to evaluate the feasibility and preliminary effects of a digital educational intervention grounded in the Theory of Planned Behavior. Nurses were randomized to either the intervention group ( n = 35) or an active control group ( n = 35). Feasibility outcomes included recruitment and retention rates, intervention uptake, module completion, participant engagement (eg, log-ins, time spent), and questionnaire completion. Nurses' knowledge, attitudes, self-efficacy, and intention to support safe cannabis use were measured at baseline and 1 month after randomization. Descriptive statistics summarized feasibility outcomes and sociodemographics; outcome changes were assessed using linear mixed effects models.</p><p><strong>Results: </strong>Participants were mostly over 40 years old (60%) and 74% held a bachelor's degree. Of 70 participants enrolled, 57 completed the 1-month follow-up. In the intervention group, 89% (31/35) completed the full intervention. The intention to support safe cannabis use significantly increased in the intervention group compared to controls ( P = .016).</p><p><strong>Discussion: </strong>This digital educational intervention demonstrated strong feasibility and preliminary effectiveness in enhancing nurses' intention to support safe cannabis use. Findings support the value of tailored, theory-informed educational strategies in oncology nursing and suggest the potential for scaling up in a larger trial.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"81-87"},"PeriodicalIF":1.7,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145806390","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":"Seven Decades and Counting: The Association for Hospital Medical Education as an Agent of Change.","authors":"Julie B McCausland, Lee Ann Riesenberg","doi":"10.1097/CEH.0000000000000647","DOIUrl":"10.1097/CEH.0000000000000647","url":null,"abstract":"","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"75-77"},"PeriodicalIF":1.7,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976614","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":"Publishing Qualitative Research in the Journal for Continuing Education in the Health Professions: A Guide for Authors.","authors":"Linda Caples, Anita Samuel","doi":"10.1097/CEH.0000000000000624","DOIUrl":"10.1097/CEH.0000000000000624","url":null,"abstract":"","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"223-225"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145294293","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":"Physical Activity Counseling Education: The Use of Theory in Development, Implementation, and Evaluation.","authors":"Hattie Shu, Kathleen A Martin Ginis, Kenedy Olsen, Kawami Cao, Catherine Le Cornu Levett, Christopher McBride, Kristen Walden, Teri Thorson, Regina Colistro, Tova Plashkes, Andrea Bass, Jasmin K Ma","doi":"10.1097/CEH.0000000000000608","DOIUrl":"10.1097/CEH.0000000000000608","url":null,"abstract":"<p><strong>Introduction: </strong>Implementing evidence-based physical activity (PA) counseling for clients with spinal cord injury (SCI) may help address the decline in PA typically observed after discharge from rehabilitation. Engaging practitioners in educational intervention development may improve uptake of such a practice change. The purpose of this study is to (1) describe the theory-based development of a PA counseling education intervention and (2) evaluate the intervention's effects on PA counseling behavior and determinants (eg, knowledge, skills, confidence) among rehabilitation hospital physiotherapists and community SCI peers.</p><p><strong>Methods: </strong>The Knowledge to Action (KTA) Framework supplemented by the quality implementation framework was used to guide the engagement of physiotherapists and SCI peers in developing a PA counseling education intervention. A within-subjects, repeated measures design was used to evaluate the effects of the intervention. PA counseling behavior and determinants were evaluated using a survey guided by the theoretical domains framework, administered before and immediately after training, 2 months post, and 6 months post-training. Data were analyzed using one-way repeated-measures ANOVAs.</p><p><strong>Results: </strong>Physiotherapists and SCI peers (n = 10) demonstrated significant, medium-large-sized effects on PA counseling behaviors from baseline to 2 and 6 months ( P' s < 0.05). These behavioral improvements were supported by significant increases over time in all theoretical domains framework assessed ( P' s < 0.05), except intentions.</p><p><strong>Discussion: </strong>The combined use of the KTA and quality implementation framework provides a structure for engaging practitioners in education intervention design. This work shows promise for the use of theory to develop an education intervention that improves both PA counseling knowledge and behavior.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"233-242"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081672","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":"Challenges of Contemporary Practice: Internists Maintaining Competency in Multiple Specialties.","authors":"Jason J Weiner, Steven J Durning, Anne Wildermuth","doi":"10.1097/CEH.0000000000000592","DOIUrl":"10.1097/CEH.0000000000000592","url":null,"abstract":"<p><strong>Introduction: </strong>Despite increasing physician specialization, high-quality continuing professional development is needed for continual mastery learning, especially focused on multiple specialties. Board certification is considered a surrogate for competency, and some stakeholders consider it suboptimally aligned with its primary purpose. We set to explore the motivation for continued education and competence in physicians who are board certified in multiple specialties.</p><p><strong>Methods: </strong>We performed a qualitative study using thematic analysis. Semistructured interviews were performed virtually. Landscapes of practice, an extension of communities of practice within sociocultural learning theory, was used as a theoretical framework.</p><p><strong>Results: </strong>Fifteen internists and their related subspecialties performing continual board certification completed the study. We identified six themes describing the underlying motivation for why physicians maintain competency in multiple medical specialties: Social responsibility, Promise of expertise, Enhanced job opportunities, Widened expertise, Professional requirements, and Personal fulfillment.</p><p><strong>Discussion: </strong>The landscape of medicine continues to evolve in how it is practiced. How a physician navigates this process, maintaining their competency, is a continuous lifelong learning process, and there are multiple ways. A portion of internal medicine physicians are motivated to practice in multiple specialties, recognizing the opportunities and challenges involved. The practical application of this study would include organizational-based education focused on hybrid learning (education explicitly focusing on overlapping or cross-discipline fields). Despite a plethora of educational opportunities, there is very little with the focus on cross-discipline education and training.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"257-264"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015281","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}