Journal of Continuing Education in the Health Professions最新文献_第9页

Advancing Research in Health Professions Education Through an Innovative Accelerator Panel. 通过创新加速器小组推进卫生专业教育研究。

IF 1.8 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2023-06-01 DOI: 10.1097/CEH.0000000000000469

Steven Kawczak, James K Stoller

{"title":"Advancing Research in Health Professions Education Through an Innovative Accelerator Panel.","authors":"Steven Kawczak, James K Stoller","doi":"10.1097/CEH.0000000000000469","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000469","url":null,"abstract":"Introduction: Research and scholarship are critical to advance the effective design, implementation, and evaluation of health professions education activities as well as to study outcomes and disseminate observations to the community. Yet, many educators are neither involved in nor equipped to conduct quality education research. This gap underscores the continuing education need to guide and train health professions educators to rigorously investigate, prepare, and report their educational research.Methods: A novel session called the Education Research Accelerator was designed to increase knowledge about education research methods and resources and to improve participants' competence and performance in implementing studies. A panel helped prospective researchers develop ideas or advance projects toward completion by offering real-time feedback to pitched ideas; a live audience of learners participated virtually, expanding the impact of the session, facilitating connections, and potentially inspiring other research ideas. The outcomes of the Education Research Accelerator were evaluated immediately after the session and 18 months later.Results: The Education Research Accelerator conferred favorable outcomes for participants' competence in designing education research studies and awareness of using available resources. Long-term follow-up confirmed actual benefits to use effective methodology to advance education research projects and to use resources and connections established in the Education Research Accelerator.Conclusions: Although further study is needed, the Education Research Accelerator model is a novel intervention to enhance learning, forge needed connections, and increase the sophistication of conducting education research. We propose that the model can be replicated and applied in other settings.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":"43 3","pages":"205-207"},"PeriodicalIF":1.8,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10235315","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

Making the Mentorship Connection: Using Authentic Conversations for Faculty Development. 建立师徒关系:使用真实对话促进教师发展。

IF 1.8 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2023-06-01 DOI: 10.1097/CEH.0000000000000496

Neha Deshpande, Helene Starks, Elizabeth Kaplan, Shobha Stack, Somnath Mookherjee

引用次数: 0

Onboarding in Health Care-Content Validity and Reliability of the Danish Onboarding Questionnaire (DOQ-34). 医疗保健入职——丹麦入职问卷(DOQ-34)的内容效度和信度。

IF 1.8 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2023-06-01 DOI: 10.1097/CEH.0000000000000448

Line Muff Bech, Simone Poetzsch, Kamilla Andersen, Birgitte Nørgaard

{"title":"Onboarding in Health Care-Content Validity and Reliability of the Danish Onboarding Questionnaire (DOQ-34).","authors":"Line Muff Bech, Simone Poetzsch, Kamilla Andersen, Birgitte Nørgaard","doi":"10.1097/CEH.0000000000000448","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000448","url":null,"abstract":"Introduction: During recent years, health care organizations have paid increasing attention to onboarding because of recruitment challenges. Organizational initiatives are frequently monitored and evaluated using questionnaire data, and to produce high-quality data, reliable instruments are paramount. We aimed to investigate the content validity and reliability of the Danish Onboarding Questionnaire, including cognitive interviewing and test-retest analyses.Method: We investigated content validity, including face validity and the content validity index, and reliability for the percentage of agreement. To analyze the cognitive interview data, thematic analysis was applied, followed by the question-and-answer model to categorize the problems revealed. To test reliability, the percentage of agreement was calculated with an accepted deviation of 1 on test-retest data.Results: Regarding the mental processes, multiple items were identified to be challenged regarding comprehension (clarification of concepts and understanding), judgment (ambiguity and relevance), and response (anonymity and personal information). The mental process retrieval was not represented. The subscale content validity index/Ave was found to be 0.935, representing a \"good\" level of content validity. With an accepted deviation of 1, the mean agreement was 97.7%.Discussion: Questionnaire items causing uncertainties or challenges are potential sources of deteriorated content validity and should be revised. We suggest that the Danish Onboarding Questionnaire-34 undergo an item reduction, which might increase its validity and reliability.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":"43 3","pages":"148-154"},"PeriodicalIF":1.8,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10240341","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

Provider Educational Needs and Preferences Regarding Transition from Pediatric to Adult Care in a Pediatric Health System. 在儿科卫生系统中，从儿科到成人护理过渡的提供者教育需求和偏好。

IF 1.8 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2023-06-01 DOI: 10.1097/CEH.0000000000000479

Laura Kirkpatrick, Eleanor Sharp, Ahmed Abdul-Al, Andrew McCormick, Loreta Matheo, Traci M Kazmerski

{"title":"Provider Educational Needs and Preferences Regarding Transition from Pediatric to Adult Care in a Pediatric Health System.","authors":"Laura Kirkpatrick, Eleanor Sharp, Ahmed Abdul-Al, Andrew McCormick, Loreta Matheo, Traci M Kazmerski","doi":"10.1097/CEH.0000000000000479","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000479","url":null,"abstract":"Introduction: There is limited evidence on educational needs and preferences of pediatric health care professionals regarding transition from pediatric to adult health care.Methods: We distributed an anonymous online survey to physicians and advanced practice providers at a large, free-standing children's hospital and associated primary care network to assess attitudes, practices, and educational preferences about transition. We analyzed data with descriptive statistics, chi-square, and logistic regression.Results: A total of 178 providers responded (20% response rate) across 31 specialties (66% attending physicians, 19% fellows, and 15% advanced practice providers). Less than half (43%) were comfortable in their knowledge of transition, with fellows reporting significantly lower comfort than attendings ( P < .05). In total, 47% reported annually discussing transition with their patients (fellows: 17% vs. attendings: 50%, P < .05). Educational topics of greatest interest included legal (71%) and financial concerns (69%), whereas preferred educational formats included Grand Rounds/lectures (68%) and webinars (63%). Facilitators to transition included lists of local adult providers for transition (89%), parent/family educational resources (88%), and a medical summary template in the electronic health record (85%).Discussion: Major gaps exist in attitudes and practices related to transition. Identified educational strategies may serve as targets to improve the transition process through educational interventions.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":"43 3","pages":"212-214"},"PeriodicalIF":1.8,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10235304","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

Some Musings About Theorizing Context in a (Post)Pandemic: The Case of Physician Burnout. 关于(后)流行病中理论背景的一些思考:医生职业倦怠的案例。

IF 1.8 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2023-06-01 DOI: 10.1097/CEH.0000000000000532

Simon Kitto

引用次数: 0

Supporting Interprofessional Collaboration in Deprescribing: Needs Assessment for an Education Program. 支持跨专业合作:教育项目的需求评估。

IF 1.8 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2023-06-01 DOI: 10.1097/CEH.0000000000000478

Natalie Kennie-Kaulbach, Hannah Gormley, Jill Marie McSweeney-Flaherty, Christine Cassidy, Olga Kits, Shanna Trenaman, Jennifer E Isenor

{"title":"Supporting Interprofessional Collaboration in Deprescribing: Needs Assessment for an Education Program.","authors":"Natalie Kennie-Kaulbach, Hannah Gormley, Jill Marie McSweeney-Flaherty, Christine Cassidy, Olga Kits, Shanna Trenaman, Jennifer E Isenor","doi":"10.1097/CEH.0000000000000478","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000478","url":null,"abstract":"Introduction: : Deprescribing is a complex process involving patients and healthcare providers. The aim of the project was to examine the learning needs and preferences of healthcare providers and students to inform the development of an interprofessional deprescribing education program.Methods: : An online survey of pharmacists, nurses, nurse practitioners, family physicians, and associated students practicing or studying in Nova Scotia was conducted. Respondents were recruited by purposive and snowball sampling to have at least five respondents within each professional/student group. Questions captured participant's self-reported comfort level and professional role for 12 deprescribing tasks and their learning preferences.Results: : Sixty-nine respondents (46 healthcare providers and 23 students) completed the questionnaire. Average comfort levels for all 12 deprescribing tasks ranged from 40.22 to 78.90 of 100. Respondents reported their preferred deprescribing learning activities as watching videos and working through case studies. Healthcare providers preferred to learn asynchronously online, while students preferred a mix of online and in-person delivery.Discussion: : Learning needs related to deprescribing tasks and roles were identified, as well as preferences for format and delivery of education. Development of an education program that can provide a shared understanding of collaborative deprescribing tailored to learner preferences may improve deprescribing in practice.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":"43 3","pages":"208-211"},"PeriodicalIF":1.8,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10601208","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

Implementation and Utilization of a Web-Based Departmental Annual Faculty Review Program. 实施和利用基于网络的部门年度教师评审计划。

IF 1.8 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2023-06-01 DOI: 10.1097/CEH.0000000000000488

Stephanie K Mueller, Christina Pascal, John Spiers, Ellen W Seely

{"title":"Implementation and Utilization of a Web-Based Departmental Annual Faculty Review Program.","authors":"Stephanie K Mueller, Christina Pascal, John Spiers, Ellen W Seely","doi":"10.1097/CEH.0000000000000488","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000488","url":null,"abstract":"Abstract: Supporting faculty in their professional development is a central mission of academic medical centers (AMCs), assisted by routine assessment of faculty development. However, AMCs face barriers to standard faculty assessment, particularly among large departments with diverse faculty roles. We report on the development, implementation, and utilization of a standardized, web-based faculty annual career review (FACR) process deployed within the Department of Medicine at a large AMC, composed of 22 divisions and 1400 faculty. The FACR process was developed to achieve the following goals: Creation of a trackable review of professional goals and barriers to professional development; provide longitudinal faculty reflection on professional growth; and provide data to identify faculty development needs to target initiatives. The FACR was initiated in 2008. We provide specific case examples of utilization of the FACR data for targeted faculty development initiatives, including (1) division benchmarking; (2) targeting career opportunities to individual faculty members; and (3) longitudinal data analysis of 5-year trends of FACR response, including subanalysis by gender, to target faculty development initiatives across the DOM. In summary, we demonstrate successful development, implementation, and utilization of a web-based standard faculty annual review program within a large AMC that allows for systematic evaluation and reflection of professional development by faculty members and their supervisors and allows for data collection and analysis to help target faculty development initiatives.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":"43 3","pages":"198-204"},"PeriodicalIF":1.8,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10583526","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

Family Physician Quality Improvement Plans: A Realist Inquiry Into What Works, for Whom, Under What Circumstances. 家庭医生质量改进计划:一个现实的调查，什么工作，为谁，在什么情况下。

IF 1.8 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2023-06-01 DOI: 10.1097/CEH.0000000000000454

Marguerite Roy, Jocelyn Lockyer, Claire Touchie

{"title":"Family Physician Quality Improvement Plans: A Realist Inquiry Into What Works, for Whom, Under What Circumstances.","authors":"Marguerite Roy, Jocelyn Lockyer, Claire Touchie","doi":"10.1097/CEH.0000000000000454","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000454","url":null,"abstract":"Introduction: Evaluation of quality improvement programs shows variable impact on physician performance often neglecting to examine how implementation varies across contexts and mechanisms that affect uptake. Realist evaluation enables the generation, refinement, and testing theories of change by unpacking what works for whom under what circumstances and why. This study used realist methods to explore relationships between outcomes, mechanisms (resources and reasoning), and context factors of a national multisource feedback (MSF) program.Methods: Linked data for 50 physicians were examined to determine relationships between action plan completion status (outcomes), MSF ratings, MSF comments and prescribing data (resource mechanisms), a report summarizing the conversation between a facilitator and physician (reasoning mechanism), and practice risk factors (context). Working backward from outcomes enabled exploration of similarities and differences in mechanisms and context.Results: The derived model showed that the completion status of plans was influenced by interaction of resource and reasoning mechanisms with context mediating the relationships. Two patterns were emerged. Physicians who implemented all their plans within six months received feedback with consistent messaging, reviewed data ahead of facilitation, coconstructed plan(s) with the facilitator, and had fewer risks to competence (dyscompetence). Physicians who were unable to implement any plans had data with fewer repeated messages and did not incorporate these into plans, had difficult plans, or needed to involve others and were physician-led, and were at higher risk for dyscompetence.Discussion: Evaluation of quality improvement initiatives should examine program outcomes taking into consideration the interplay of resources, reasoning, and risk factors for dyscompetence.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":"43 3","pages":"155-163"},"PeriodicalIF":1.8,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10292514","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: 2

Exploring the Great Divide: Comparing Professional Development Satisfaction and Opportunities of Program Coordinators at Academic Medical Centers and Community-Based Programs. 探索巨大的鸿沟:比较学术医疗中心和社区项目协调员的专业发展满意度和机会。

IF 1.8 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2023-04-01 DOI: 10.1097/CEH.0000000000000430

Lauren Anderson, Kathleen Rowland, Megham Twiss, Jory Eaton, Mackenzie Krueger, Katherine Wright

{"title":"Exploring the Great Divide: Comparing Professional Development Satisfaction and Opportunities of Program Coordinators at Academic Medical Centers and Community-Based Programs.","authors":"Lauren Anderson, Kathleen Rowland, Megham Twiss, Jory Eaton, Mackenzie Krueger, Katherine Wright","doi":"10.1097/CEH.0000000000000430","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000430","url":null,"abstract":"Introduction: Program coordinators (PCs) need to maintain flexibility and evolve professionally with rapid changes in accreditation, specialty requirements, and policies. The Accreditation Council for Graduate Medical Education recommends professional development for PCs. This mixed-methods study explored professional development opportunities and current practices of PCs at community and academic programs.Methods: A survey was administered to the Chicago Area Medical Education Group members to elicit attitudes and opinions regarding professional development availability.Results: A total of 109 participants (eligible = 178) completed surveys. 97.2% (n = 105, N = 108) of respondents indicated that development is necessary for being a great coordinator. PCs at community-based programs report lower attendance at national conferences and less satisfaction with professional development opportunities than their academic-based institution counterparts. 28.5% of the community-based coordinators are dissatisfied with opportunities compared with 7% of the academic-based coordinators. 37.7% of the community coordinators (compared with 2.9% academic) report a lack of development activities by their program or graduate medical education. Only half of the PCs report discussing professional development with their program director. However, institutional supports were regarded as facilitators to satisfaction.Conclusions: Despite recommendations for regular professional development, this study finds only half of the PCs regularly discuss professional development and finds disparities in opportunities between those in community versus academic settings.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":"43 2","pages":"139-142"},"PeriodicalIF":1.8,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10255137","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 Coaching as a Continuing Professional Development Intervention to Address the Physician Distress Epidemic. 专业教练作为一种持续的专业发展干预措施，以解决医生困扰流行病。

IF 1.8 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2023-04-01 DOI: 10.1097/CEH.0000000000000450

Sylvain Boet, Cole Etherington, Cecile Andreas, Manon Denis-LeBlanc

{"title":"Professional Coaching as a Continuing Professional Development Intervention to Address the Physician Distress Epidemic.","authors":"Sylvain Boet, Cole Etherington, Cecile Andreas, Manon Denis-LeBlanc","doi":"10.1097/CEH.0000000000000450","DOIUrl":"https://doi.org/10.1097/CEH.0000000000000450","url":null,"abstract":"Abstract: Physician distress and burnout are reaching epidemic proportions, threatening physicians' capacities to develop and maintain competencies in the face of the increasingly demanding and complex realities of medical practice in today's world. In this article, we suggest that coaching should be considered both a continuing professional development intervention as well as an integral part of a balanced and proactive solution to physician distress and burnout. Unlike other interventions, coaching is intended to help individuals gain clarity in their life, rather than to treat a mental health condition or to provide advice, support, guidance, or knowledge/skills. Certified coaches are trained to help individuals discover solutions to complex problems and facilitate decision-making about what is needed to build and maintain capacity and take action. Across many sectors, coaching has been shown to enhance performance and reduce vulnerability to distress and burnout, but it has yet to be systematically implemented in medicine. By empowering physicians to discover and implement solutions to challenges, regain control over their lives, and act according to their own values, coaching can position physicians to become leaders and advocates for system-level change, while simultaneously prioritizing their own well-being.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":"43 2","pages":"126-132"},"PeriodicalIF":1.8,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10256766","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: 2