Journal of Continuing Education in the Health Professions最新文献_第8页

Strategic Approaches for the Health Science Educator: Understanding Strategic Planning, Strategic Thinking, and Continuous Process Improvement and Their Impact. 健康科学教育工作者的战略方法》：了解战略规划、战略思维和持续流程改进及其影响。

IF 1.8 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2024-03-21 DOI: 10.1097/CEH.0000000000000551

Melanie M Lazarus, Ruth L Bush, Linda Perkowski, Sara McNeil

{"title":"Strategic Approaches for the Health Science Educator: Understanding Strategic Planning, Strategic Thinking, and Continuous Process Improvement and Their Impact.","authors":"Melanie M Lazarus, Ruth L Bush, Linda Perkowski, Sara McNeil","doi":"10.1097/CEH.0000000000000551","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000551","url":null,"abstract":"Abstract: With continued demand for health science institutions to find solutions to deliver on heightened student expectations despite smaller budgets and fewer resources, the utilization of organizational improvement techniques is pervasive. Academic health care leaders are seeking effective modalities to overcome obstacles, modernize, and become more efficient. Three of the commonly used approaches for improvement are strategic planning, strategic thinking, and continuous process improvement (CPI), and these concepts have been used in a variety of forms throughout industry, higher education, and health care. However, their definitions are often not well understood, and their processes are misconstrued in practice. With the increased expectation of health care institutions with undergraduate, graduate, and continuing education to consider strategic processes in organizational improvement, it is important for leadership to understand the differences in these three approaches. In this article, we explain the concepts of strategic planning, strategic thinking, and CPI through an overview of their history, definitions, and the benefits and pitfalls as observed by researchers. Furthermore, we reduce the noise in the existing literature into three concise definitions for each approach. And finally, for those seeking where to begin, we explain one tool in each category recommended for the novice strategist: the Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis for strategic planning, the Goals, Objectives, Strategies, and Tactics (GOST) framework for strategic thinking, and the Pareto Chart for CPI.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177502","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}

引用次数: 0

Health Professionals can Sustain Proficiency in Motivational Interviewing With a Moderate Amount of Training: An Intervention Fidelity Study. 卫生专业人员只需接受适量培训即可保持对动机访谈法的熟练掌握：干预保真度研究。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2024-02-01 Epub Date: 2023-06-27 DOI: 10.1097/CEH.0000000000000522

Made Utari Rimayanti, Nicholas F Taylor, Nora Shields, Luke A Prendergast, Paul D O'Halloran

{"title":"Health Professionals can Sustain Proficiency in Motivational Interviewing With a Moderate Amount of Training: An Intervention Fidelity Study.","authors":"Made Utari Rimayanti, Nicholas F Taylor, Nora Shields, Luke A Prendergast, Paul D O'Halloran","doi":"10.1097/CEH.0000000000000522","DOIUrl":"10.1097/CEH.0000000000000522","url":null,"abstract":"Introduction: Motivational interviewing (MI) proficiency may erode quickly, limiting its effectiveness. We examined whether health professionals completing a 2-day workshop, with 3 to 5 hours of personalized coaching, and twice-yearly group reflections sustained proficiency for the duration of a hip fracture rehabilitation trial and whether intervention was implemented as intended.Methods: A fidelity study was completed as part of a process evaluation of the trial that tested whether physical activity increased among hip fracture patients randomly allocated to receive MI (experimental) compared with dietary advice (control) over ten 30-minute sessions. Twelve health professionals (none were proficient in MI before trial commencement) delivered the intervention for up to 952 days. Two hundred experimental sessions (24% of all sessions, 83 patients) were randomly selected to evaluate proficiency using the MI Treatment Integrity scale; along with 20 control sessions delivered by four dietitians. Linear mixed-effects regression analyses determined whether proficiency was sustained over time. Dose was assessed from all experimental sessions ( n = 840, 98 patients).Results: Intervention was implemented as intended; 82% of patients received at least eight 30-minute sessions. All motivational interviewers were proficient, whereas dietitians did not inadvertently deliver MI. Time had no effect on MI proficiency (est < 0.001/d, P = .913, 95% CI, -0.001 to 0.001).Discussion: MI proficiency was sustained in a large trial over 2.6 years by completing a 2-day workshop, 3 to 5 hours of personalized coaching, and twice-yearly group reflections, even for those without previous experience; further research needs to establish the maximum duration of training effectiveness.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"105-111"},"PeriodicalIF":1.6,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9743112","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}

引用次数: 0

Perceived Advantages and Disadvantages of Online Continuing Professional Development (CPD) During COVID-19: CPD Providers' Perspectives. COVID-19 期间在线继续职业发展（CPD）的优势和劣势：CPD 提供者的观点。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2024-02-01 Epub Date: 2023-05-17 DOI: 10.1097/CEH.0000000000000512

Heather MacNeill, Morag Paton, Suzan Schneeweiss, David Wiljer

{"title":"Perceived Advantages and Disadvantages of Online Continuing Professional Development (CPD) During COVID-19: CPD Providers' Perspectives.","authors":"Heather MacNeill, Morag Paton, Suzan Schneeweiss, David Wiljer","doi":"10.1097/CEH.0000000000000512","DOIUrl":"10.1097/CEH.0000000000000512","url":null,"abstract":"Abstract: COVID-19 precipitated many CPD providers to develop new technology competencies to create effective online CPD. This study aims to improve our understanding of CPD providers' comfort level, supports, perceived advantages/disadvantages, and issues in technology-enhanced CPD delivery during COVID-19. A survey was distributed to CPD providers at the University of Toronto and members of the Society for Academic Continuing Medical Education and analyzed using descriptive statistics. Of the 111 respondents, 81% felt very to somewhat confident to provide online CPD, but less than half reported IT, financial, or faculty development supports. The top reported advantage to online CPD delivery was reaching a new demographic; top disadvantages included videoconferencing fatigue, social isolation, and competing priorities. There was interest in using less frequently used educational technology such as online collaboration tools, virtual patients, and augmented/virtual reality. COVID-19 precipitated an increased comfort level in using synchronous technologies to provide CPD, giving the CPD community an increased cultural acceptance and skill level to build on. As we move beyond the pandemic, it will be important to consider ongoing faculty development, particularly toward asynchronous and HyFlex delivery methods to continue expand CPD reach and negate negative online experiences such as videoconferencing fatigue, social isolation, and online distractions.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"147-150"},"PeriodicalIF":1.6,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9486541","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}

引用次数: 0

Assessment Practices in Continuing Professional Development Activities in Health Professions: A Scoping Review. 卫生专业继续职业发展活动的评估实践：范围审查。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2024-02-01 Epub Date: 2023-07-20 DOI: 10.1097/CEH.0000000000000507

Mélanie Marceau, Élise Vachon Lachiver, Danika Lambert, Julianne Daoust, Vincent Dion, Marie-France Langlois, Meghan McConnell, Aliki Thomas, Christina St-Onge

{"title":"Assessment Practices in Continuing Professional Development Activities in Health Professions: A Scoping Review.","authors":"Mélanie Marceau, Élise Vachon Lachiver, Danika Lambert, Julianne Daoust, Vincent Dion, Marie-France Langlois, Meghan McConnell, Aliki Thomas, Christina St-Onge","doi":"10.1097/CEH.0000000000000507","DOIUrl":"10.1097/CEH.0000000000000507","url":null,"abstract":"Introduction: In continuing professional development (CPD), educators face the need to develop and implement innovative assessment strategies to adhere to accreditation standards and support lifelong learning. However, little is known about the development and validation of these assessment practices. We aimed to document the breadth and depth of what is known about the development and implementation of assessment practices within CPD activities.Methods: We conducted a scoping review using the framework proposed by Arksey and O'Malley (2005) and updated in 2020. We examined five databases and identified 1733 abstracts. Two team members screened titles and abstracts for inclusion/exclusion. After data extraction, we conducted a descriptive analysis of quantitative data and a thematic analysis of qualitative data.Results: A total of 130 studies were retained for the full review. Most reported assessments are written assessments (n = 100), such as multiple-choice items (n = 79). In 99 studies, authors developed an assessment for research purpose rather than for the CPD activity itself. The assessment validation process was detailed in 105 articles. In most cases, the authors examined the content with experts (n = 57) or pilot-tested the assessment (n = 50). We identified three themes: 1-satisfaction with assessment choices; 2-difficulties experienced during the administration of the assessment; and 3-complexity of the validation process.Discussion: Building on the adage \"assessment drives learning,\" it is imperative that the CPD practices contribute to the intended learning and limit the unintended negative consequences of assessment. Our results suggest that validation processes must be considered and adapted within CPD contexts.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"81-89"},"PeriodicalIF":1.6,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9866670","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}

引用次数: 0

Professional Development in Health Sciences: Scoping Review on Equity, Diversity, Inclusion, Indigeneity, and Accessibility Interventions. 健康科学专业发展：关于公平、多样性、包容性、土著性和无障碍干预措施的范围审查。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2024-02-01 Epub Date: 2023-06-29 DOI: 10.1097/CEH.0000000000000519

Kiera Liblik, Veeral Desai, Grace Yin, Rebecca Ng, Sigi Maho, Natasha Cohen, Eleftherios K Soleas

{"title":"Professional Development in Health Sciences: Scoping Review on Equity, Diversity, Inclusion, Indigeneity, and Accessibility Interventions.","authors":"Kiera Liblik, Veeral Desai, Grace Yin, Rebecca Ng, Sigi Maho, Natasha Cohen, Eleftherios K Soleas","doi":"10.1097/CEH.0000000000000519","DOIUrl":"10.1097/CEH.0000000000000519","url":null,"abstract":"Introduction: Equity, diversity, inclusion, indigeneity, and accessibility (EDIIA) are critical considerations in the formation of professional development (PD) programs for health care workers. Improving EDIIA competency in health care serves to enhance patient health, staff confidence and well-being, delivery of care, and the broader health care system. There is a gap in the literature as to the efficacy of EDIIA-based PD programs and their individual components. The present article will review available quantitative data pertaining to EDIIA-based PD programs for health care workers as well as their effectiveness.Methods: A scoping review of articles published in the EBSCOhost, MEDLINE, PubMed, EMBASE, and CINAHL databases was performed. We used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement.Results: A total of 14,316 references were identified with 361 reaching full-text review. A final 36 articles were included in the scoping review with 6552 total participants (72.9% women; 26.9% men; 0.2% nonbinary). EDIIA-based PD interventions were developed around the topics of culture ( n = 22), gender ( n = 11), sexual orientation ( n = 9), indigeneity ( n = 6), race ( n = 6), ableism ( n = 1), and ageism ( n = 1).Discussion: Despite an increased interest in developing EDIIA-based PD curricula for health care workers, there are glaring disparities in the quality of care received by marginalized and equity-seeking populations. The present scoping review delineated key features which were associated with increased quantitative efficacy of EDIIA-based PD training programs. Future work should focus on large-scale implementation and evaluation of these interventions across health care sectors and levels of training.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"120-125"},"PeriodicalIF":1.6,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9690198","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}

引用次数: 0

Moving from Interest to Engagement-Understanding the Research Capacity Building Needs of Rehabilitation Doctors. 从兴趣到参与--了解康复医生的研究能力建设需求。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2024-02-01 Epub Date: 2023-07-26 DOI: 10.1097/CEH.0000000000000521

Timothy J Geraghty, Michele M Foster, Letitia H Burridge

{"title":"Moving from Interest to Engagement-Understanding the Research Capacity Building Needs of Rehabilitation Doctors.","authors":"Timothy J Geraghty, Michele M Foster, Letitia H Burridge","doi":"10.1097/CEH.0000000000000521","DOIUrl":"10.1097/CEH.0000000000000521","url":null,"abstract":"Introduction: Doctors working in rehabilitation settings have specialized clinical skills and experience, but research activity may be constrained by time pressures and inadequate current skills. This means missed opportunities to contribute to the evidence-base for better clinical practice and outcomes for people living with disabling, chronic complex conditions. This research aimed to understand rehabilitation doctors' research needs, experience, and aspirations to enable future training initiatives that are tailored to their practice context.Methods: This exploratory sequential mixed-method study comprised a survey followed by focus groups. Rehabilitation doctors from three health services in south-east Queensland, Australia completed an online survey incorporating the Research Spider to explore their research experience, confidence, interest, opportunity, and intent. Focus groups explored the survey results and participants' views regarding strategies to build research capacity.Results: The major findings were the gap between high research interest and low experience, confidence and opportunity; and fundamental research skills were identified as priority training topics. These findings support previous research. However, rehabilitation doctors may also have a self-expectation that, as competent clinicians, they should necessarily also be research-competent, and hold misperceptions regarding the shared nature of health services research.Discussion: Protected time and funding may enhance engagement with research to generate specialty-relevant evidence for practice. To this end, a research capacity building initiative in the form of a series of self-directed learning packages has been developed and implemented. A tailored workshop to strengthen rehabilitation doctors' research skills and engagement has also been developed for implementation.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"112-119"},"PeriodicalIF":1.6,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10247917","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}

引用次数: 0

Evaluating Leadership Development Competencies of Clinicians to Build Health Equity in America. 评估临床医生的领导力发展能力，在美国建立健康公平。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2024-02-01 Epub Date: 2023-09-07 DOI: 10.1097/CEH.0000000000000526

Ellison Henry, Caroline Chandler, Jeff Laux, Cheryl C Noble, Giselle Corbie, Claudia S P Fernandez, Gaurav Dave

{"title":"Evaluating Leadership Development Competencies of Clinicians to Build Health Equity in America.","authors":"Ellison Henry, Caroline Chandler, Jeff Laux, Cheryl C Noble, Giselle Corbie, Claudia S P Fernandez, Gaurav Dave","doi":"10.1097/CEH.0000000000000526","DOIUrl":"10.1097/CEH.0000000000000526","url":null,"abstract":"Introduction: To achieve more equitable health, health care must be grounded in an understanding of social determinants of health. Clinicians need hands-on, equity-centered training in interdisciplinary settings where they can further develop leadership skills and apply learnings in real-time. The Clinical Scholars program trained five cohorts of health care professionals in 25 leadership development competencies to contribute toward advancing health equity within the organizations and communities where they work. This study describes the self-reported ratings of three dimensions of competencies within four domains.Methods: Data from 169 Fellows were collected at three time-points during the three-year training program using Qualtrics and Research Electronic Data Captrue software. Analysis was conducted in R and included descriptive statistics, fitting a linear mixed-effects model using random intercepts, and paired-sample t tests to assess significance between baseline and endpoint ratings.Results: We found improved ratings over time for each of the three competency dimensions (knowledge, self-efficacy, use) and significant differences in ratings from baseline to endpoint, by domain (personal, interpersonal, organizational, community, and systems).Discussion: These findings support the effectiveness of an equity-centered leadership development curriculum in training health care professionals to address health challenges in their communities and organizations, thereby furthering the broader goal of achieving more equitable health for all.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"90-96"},"PeriodicalIF":1.6,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11107891/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10204377","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}

引用次数: 0

The 2023 Paul Mazmanian JCEHP Award for Excellence in Research. 2023 年保罗-马兹马尼安 JCEHP 卓越研究奖。

IF 1.6 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2024-02-01 DOI: 10.1097/CEH.0000000000000560

Ginny A Jacobs, Julie B McCausland, Brian S McGowan

引用次数: 0

The 2023 Paul Mazmanian JCEHP Award for Excellence in Research. 2023 年保罗-马兹马尼安 JCEHP 卓越研究奖。

IF 1.8 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2024-02-01 DOI: 10.1097/CEH.0000000000000560

Ginny A Jacobs, Julie B McCausland, Brian S McGowan

引用次数: 0

The 2023 Paul Mazmanian JCEHP Award for Excellence in Research. 2023年Paul Mazmanian JCEHP卓越研究奖。