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

Assessing Competency in Serious Illness Communication: Development of a Rater Training Program. 评估重大疾病沟通能力：评估员培训计划的发展。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-09-01 Epub Date: 2025-08-15 DOI: 10.1097/CEH.0000000000000613

Laurie M Aluce, Julie J Cooper, Lillian L Emlet, Elaine R Cohen, Gordon J Wood, Julia H Vermylen

{"title":"Assessing Competency in Serious Illness Communication: Development of a Rater Training Program.","authors":"Laurie M Aluce, Julie J Cooper, Lillian L Emlet, Elaine R Cohen, Gordon J Wood, Julia H Vermylen","doi":"10.1097/CEH.0000000000000613","DOIUrl":"10.1097/CEH.0000000000000613","url":null,"abstract":"Introduction: Rigorous rater training is necessary to ensure consistent feedback. Yet, there is a lack of published recommendations for how to train raters to provide reliable, consistent assessments for communication skills, thus making competency-based training in this area challenging. We describe a method for conducting rater training for serious illness communication skills and assess interrater reliability.Methods: We selected a previously published and validated tool for assessing serious illness communication skills. We created a rater training program adapted from a previously described program focused on team performance, making notable adjustments to tailor the program to the assessment of serious illness communication with patients given the unique challenges these conversations pose. We assessed interrater reliability at the end of the program using kappa coefficients for dichotomous checklist items and intraclass correlation coefficients for scaled items.Results: Five raters who are physicians with expertise in communication skills training completed the program. After training, raters assessed eight test videos. All raters achieved substantial agreement when compared to the gold standard rater for both the checklist (average overall kappa = 0.83) and scaled items (average overall intraclass correlation coefficient = 0.83).Discussion: We demonstrate an effective method for conducting rater training to assess serious illness communication skills that builds off a previously published program for team performance. Key adjustments included conducting facilitated discussions of videos and iteratively updating the rater training guide. This approach ensures reliable assessment within communication skills training.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"293-298"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144876557","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

Constructing Meaningful Careers for All: Building an Evidence-Informed Conceptual Framework for Faculty Development on a Foundation of Fulfillment. 为所有人构建有意义的职业：在实现的基础上为教师发展建立一个循证的概念框架。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub Date: 2025-03-12 DOI: 10.1097/CEH.0000000000000600

Susan Kuhn, Lorelli Nowell, Chantelle Barnard, Elizabeth Oddone Paolucci

{"title":"Constructing Meaningful Careers for All: Building an Evidence-Informed Conceptual Framework for Faculty Development on a Foundation of Fulfillment.","authors":"Susan Kuhn, Lorelli Nowell, Chantelle Barnard, Elizabeth Oddone Paolucci","doi":"10.1097/CEH.0000000000000600","DOIUrl":"10.1097/CEH.0000000000000600","url":null,"abstract":"Abstract: Faculty development programs are an important part of career building and professional fulfillment for health professionals. A framework that addresses the centrality of fulfillment at work for diverse medical careers is lacking, yet necessary, for faculty development programs to have a comprehensive positive impact. A conceptual framework for faculty development to support meaningful careers for all individuals was, therefore, constructed through an exploration of the literature on professional fulfillment, career planning, and development across career paths, stages, and identity groups, as well as forms of professional career support such as mentoring. An exploration of fulfillment revealed the role of meaningful work as both anchor and guide for the framework. The key elements of the framework that emerged included an individualized career planning process, curricula to address both cross-cutting competencies and specific career path needs, a robust and multidirectional career support community, and a process of career construction continuing over a professional lifespan. This faculty development framework that aims to construct meaningful careers is of value to institutions that are committed to professional fulfillment for faculty in all career paths and stages and can be adapted to health care providers in different settings.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"182-188"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143606059","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

Deriving Insights From Open-Ended Learner Feedback: An Exploration of Natural Language Processing Approaches. 从开放式学习者反馈中获得见解：自然语言处理方法的探索。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub Date: 2025-02-21 DOI: 10.1097/CEH.0000000000000597

Marta M Maslej, Kayle Donner, Anupam Thakur, Faisal Islam, Kenya A Costa-Dookhan, Sanjeev Sockalingam

{"title":"Deriving Insights From Open-Ended Learner Feedback: An Exploration of Natural Language Processing Approaches.","authors":"Marta M Maslej, Kayle Donner, Anupam Thakur, Faisal Islam, Kenya A Costa-Dookhan, Sanjeev Sockalingam","doi":"10.1097/CEH.0000000000000597","DOIUrl":"10.1097/CEH.0000000000000597","url":null,"abstract":"Introduction: Open-ended feedback from learners offers valuable insights for adapting continuing health education to their needs; however, this feedback is burdensome to analyze with qualitative methods. Natural language processing offers a potential solution, but it is unclear which methods provide useful insights. We evaluated natural language processing methods for analyzing open-ended feedback from continuing professional development training at a psychiatric hospital.Methods: The data set consisted of survey responses from staff participants, which included two text responses on how participants intended to use the training (\"intent to use\"; n = 480) and other information they wished to share (\"open-ended feedback\"; n = 291). We analyzed \"intent-to-use\" responses with topic modeling, \"open-ended feedback\" with sentiment analysis, and both responses with large language model (LLM)-based clustering. We examined outputs of each approach to determine their value for deriving insights about the training.Results: Our results indicated that because the \"intent-to-use\" responses were short and lacked diversity, topic modeling was not useful in differentiating content between the topics. For \"open-ended feedback,\" sentiment scores did not accurately reflect the valence of responses. The LLM-based clustering approach generated meaningful clusters characterized by semantically similar words for both responses.Discussion: LLMs may be a useful approach for deriving insights from learner feedback because they capture context, making them capable of distinguishing between responses that use similar words to convey different topics. Future directions involve exploring other methods involving LLMs, or examining how these methods fare on other data sets or types of learner feedback.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"203-209"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469254","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

Implementing and Evaluating a Pilot Interprofessional Training Program to Engage Health Care Teams in Cost of Care Conversations. 实施和评估一项试点跨专业培训计划，让医疗团队参与医疗成本对话。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub Date: 2024-11-01 DOI: 10.1097/CEH.0000000000000583

Jean Edward, Kimberly D Northrip, Mary Kay Rayens, Julia Costich, Andrea Welker, Rachel O'Farrell, John D'Orazio

{"title":"Implementing and Evaluating a Pilot Interprofessional Training Program to Engage Health Care Teams in Cost of Care Conversations.","authors":"Jean Edward, Kimberly D Northrip, Mary Kay Rayens, Julia Costich, Andrea Welker, Rachel O'Farrell, John D'Orazio","doi":"10.1097/CEH.0000000000000583","DOIUrl":"10.1097/CEH.0000000000000583","url":null,"abstract":"Introduction: This study evaluated the impact of F inancial and I nsurance N avigation Assist ance- Train ing - a pilot interprofessional training program to facilitate cost of care (CoC) conversations and address health-harming social determinants of health in a pediatric hematology-oncology clinic.Methods: A pre-post study design was used to evaluate the impact of F inancial and I nsurance N avigation Assist ance- Train ing on an interprofessional health care team's (clinicians, social workers, financial navigator, and legal advocates) knowledge, attitudes, and behaviors related to CoC conversations and screening, referring, and collaborating with interprofessional team members. Data were collected via surveys administered at baseline/pretraining, immediate post-training, and 12-month post-training.Results: Most health care team members (n= 21) reported improvement in their knowledge of available financial (66.7%) and legal resources (86.7%) and ability to address social needs (93.3%), financial needs (93.3%), and facilitate CoC conversations with patients and caregivers (66.7%).Discussion: Improvements in attitudes and behaviors toward engaging in CoC conversations, screenings, and referrals were relatively improved as a result of the training. However, there was a lower positive rate for actual behaviors around routine screening and initiating discussions on out-of-pocket costs, suggesting a need to address barriers. Study findings highlight the importance of interprofessional education in helping health care teams address social determinants of health through effective CoC conversations.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"210-214"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12477737/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559275","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

Addressing Cross-Specialty Clinical Genetics Education Needs. 满足跨专业临床遗传学教育需求。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub Date: 2024-11-26 DOI: 10.1097/CEH.0000000000000584

Karla J Lindquist, Matthew J Ryan, Maren T Scheuner, Bani Tamraz, Elena Flowers, Julie Harris-Wai, Sawona Biswas, Katherine Hyland

{"title":"Addressing Cross-Specialty Clinical Genetics Education Needs.","authors":"Karla J Lindquist, Matthew J Ryan, Maren T Scheuner, Bani Tamraz, Elena Flowers, Julie Harris-Wai, Sawona Biswas, Katherine Hyland","doi":"10.1097/CEH.0000000000000584","DOIUrl":"10.1097/CEH.0000000000000584","url":null,"abstract":"Introduction: Advances in genomics are transforming clinical practice, but there are too few genetics professionals to meet increasing demand. Moreover, many nongeneticist clinicians feel unprepared to incorporate genetics into practice. This study assessed clinicians' unmet genomics educational needs at a single academic institution.Methods: Qualitative interviews with Department and Division leaders informed a survey distributed to all clinicians at the institution. Survey questions focused on current practices, confidence, and desired educational resources around genetics and genomics. Data were analyzed using descriptive statistics and Fisher exact tests. Results were shared with an expert panel of Genetics-Genomics Champions to help meet educational needs across specialties.Results: Of the 215 survey respondents, 72% were faculty, 24% were trainees, and 4% were clinical staff, representing 18 departments. Less than half felt confident using genetics in the clinic. About 81% desired more training, which did not differ by role ( P = .27) or department ( P = .98). The Genetics-Genomics Champions proposed delivering just-in-time content via e-consults, online materials, and departmental meetings.Discussion: This study highlights clinicians' need and desire for more genetics training. It also underscores the importance of consulting genetics-savvy clinicians to identify challenges and solutions for addressing cross-specialty genetics education needs.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"215-218"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12376818/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142734395","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

Science of Learning Strategy Series: Article 7, The Role of Context in Learning. 学习策略科学系列：第7篇：情境在学习中的作用。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub Date: 2025-03-25 DOI: 10.1097/CEH.0000000000000601

Thomas J Van Hoof, Megan A Sumeracki, Christopher R Madan

{"title":"Science of Learning Strategy Series: Article 7, The Role of Context in Learning.","authors":"Thomas J Van Hoof, Megan A Sumeracki, Christopher R Madan","doi":"10.1097/CEH.0000000000000601","DOIUrl":"10.1097/CEH.0000000000000601","url":null,"abstract":"Abstract: 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, and elaboration, 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), and making connections between concepts one is trying to learn and other known concepts (elaboration) represent strategies that are underused in CPD. Participants and planners alike can benefit from learning science recommendations to inform their decisions. Contextual learning, the subject of this article, is another evidence-based strategy that supports the study and practice of important information. By better understanding how the context in which one learns later affects retention and performance, CPD participants and planners can make more informed educational decisions.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"178-181"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143693665","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

Measuring the Longitudinal Impact of a Health Professions Education Academy on Scholarship: A Bibliometric Analysis. 衡量卫生职业教育学院对学术的纵向影响：文献计量分析。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub Date: 2025-03-25 DOI: 10.1097/CEH.0000000000000602

Deborah L Engle, Elizabeth R Blackwood, Sarah Cantrell, Kristin L Dickerson, Diana B McNeill

{"title":"Measuring the Longitudinal Impact of a Health Professions Education Academy on Scholarship: A Bibliometric Analysis.","authors":"Deborah L Engle, Elizabeth R Blackwood, Sarah Cantrell, Kristin L Dickerson, Diana B McNeill","doi":"10.1097/CEH.0000000000000602","DOIUrl":"10.1097/CEH.0000000000000602","url":null,"abstract":"Abstract: Academies highlight the educational mission that is often second to clinical and basic science scholarship on health professions campuses. They help bridge the gap between faculty development and continuing professional development. Owing to their popularity, academies have proliferated across the United States and Canada during the past 3 decades. Yet the evidence of the extent to which academies have had impact on their organizations remains largely underdeveloped. In this article, the authors used logic modeling as a framework to align the research mission, programming, and longitudinal goals of the Duke Academy for Health Professions, Education and Academic Development across the span of a decade. Furthermore, we used bibliometric analysis as a program evaluation tool. Through three different case examples, we share how bibliometrics may be used to track faculty publications in health professions education journals and to assess the impact of an academy's investment on its members and the institution at large. Finally, we illustrate that longitudinal implementation of scholarship and grants programming can be an effective strategy for fostering the development of health professions education research and encouraging scholarly innovation.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"189-196"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143702094","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

Sex, Race, and Ethnicity in Academic Dermatology in the United States: A Longitudinal Analysis. 性别、种族和种族在美国学术皮肤科：一项纵向分析。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub Date: 2025-06-10 DOI: 10.1097/CEH.0000000000000611

Xi Yao Gui, Rokhshid Aflaki, Bianca Te, Jeffrey Ding, Marissa Joseph, Faisal Khosa

{"title":"Sex, Race, and Ethnicity in Academic Dermatology in the United States: A Longitudinal Analysis.","authors":"Xi Yao Gui, Rokhshid Aflaki, Bianca Te, Jeffrey Ding, Marissa Joseph, Faisal Khosa","doi":"10.1097/CEH.0000000000000611","DOIUrl":"10.1097/CEH.0000000000000611","url":null,"abstract":"Introduction: Sex and racial/ethnic disparities in academic medicine are an intractable and inordinate reality. The purpose of our study was to analyze the 56-year trends in sex and racial/ethnic demographics in academic dermatology in the United States.Methods: Data from the Association of American Medical Colleges Faculty Roster between 1966 and 2021 were analyzed to trend the representation of sex and race/ethnicity by academic ranks, leadership positions, and tenure statuses using linear regression. In addition, differences in representation using 56-year means were assessed using the Mann-Whitney test for sex and Kruskal-Wallis test followed by the Dunn multiple comparisons test for race/ethnicity.Results: In 2021, academic dermatologists were 66.71% (1072/1607) White, 20.97% (337/1607) Asian, 2.86% (46/1607) Black, and 2.49% (40/1607) Hispanic. From 1966 to 2021, the total number of academic dermatologists increased from 107 to 1607 [mean +26.92 (95% CI 25.15-28.70) per year, P < .001]. Specifically, annual proportional increases for groups were women +0.93 (0.90-0.96)% ( P < .001); Asians +0.38 (0.34-0.42)% ( P < .001); Blacks +0.01 (0.01-0.02)% ( P < .001); and Hispanics +0.01 (0-0.02)% ( P = .001).Discussion: Despite these increasing trends, in 2021, the most recent year for which data were provided, there remained a far greater proportion of male and/or White physicians in senior academic ranks (65.35% male and 75.85% White professors), leadership positions (79.52% male and 66.27% White chairpersons), and tenure (67.17% male and 77.78% White). Although there have been efforts to improve diversity and inclusion in academic dermatology over the 56-year study period, sex and racial/ethnic disparities persist.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"163-169"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144250619","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

The Role of Reflection for Continuing Professional Development of In-Service Health Care Professionals: A Narrative Inquiry in Four Health Professions. 反思对在职卫生保健专业人员持续专业发展的作用：四种卫生专业的叙事调查。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub Date: 2025-01-15 DOI: 10.1097/CEH.0000000000000590

Nicolas Fernandez, Camila Aloisio Alves, Frédéric Tremblay, Marilou Belisle, Brigitte Vachon, Lechasseur Kathleen, Marie-Ève Caty

{"title":"The Role of Reflection for Continuing Professional Development of In-Service Health Care Professionals: A Narrative Inquiry in Four Health Professions.","authors":"Nicolas Fernandez, Camila Aloisio Alves, Frédéric Tremblay, Marilou Belisle, Brigitte Vachon, Lechasseur Kathleen, Marie-Ève Caty","doi":"10.1097/CEH.0000000000000590","DOIUrl":"10.1097/CEH.0000000000000590","url":null,"abstract":"Introduction: Health care providers (HCPs) use reflection to intervene in complex, ambiguous clinical situations. Yet, there is scant evidence about the circumstances when HCPs use reflection and how they perceive reflection within their continuing professional development. We selected a narrative inquiry approach to study how HCPs perceive reflection's role in learning in four health professions.Methods: We invited 26 health professionals to a narrative interview conducted by a student in one of the four selected professions: medicine, nursing, occupational therapy, and speech-language pathology. The narrative events that make up the stories were analyzed and interpreted using structural analysis based on the narratives' historic-empirical and psycho-semantic dimensions.Results: Physicians told us that reflection bolsters their clinical performance and confidence. Nurses told us that reflection allowed them to develop resilience as they sought to integrate their work setting and gain autonomy. Occupational therapists spoke of how reflection spurred them to innovate and extend the scope of their practice to advocate for their patients' health better. Speech-language pathologists described how they reflect on \"educating\" other HCPs about their profession and enhancing their communication skills with patients.Discussion: The communicative power of storytelling allowed us to fathom what is hard to describe in words: how reflection builds clinical and psychosocial skills and introspective capacity. Hence, findings provide empirical evidence of reflection's perceived role in maintaining professional skills that make HCPs effective in complex, ambiguous situations.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"155-162"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015298","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

Measuring Scholarly Practice in Respiratory Therapists: The Development and Initial Validation of a Scholarly Practice Tool. 衡量呼吸治疗师的学术实践：学术实践工具的开发和初步验证。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-06-01 Epub Date: 2024-12-17 DOI: 10.1097/CEH.0000000000000587

Marco Zaccagnini, André Bussières, Peter Nugus, Andrew West, Aliki Thomas

{"title":"Measuring Scholarly Practice in Respiratory Therapists: The Development and Initial Validation of a Scholarly Practice Tool.","authors":"Marco Zaccagnini, André Bussières, Peter Nugus, Andrew West, Aliki Thomas","doi":"10.1097/CEH.0000000000000587","DOIUrl":"10.1097/CEH.0000000000000587","url":null,"abstract":"Introduction: Respiratory therapists (RTs) must apply competencies to address the health care needs of the public. Although all competencies are deemed essential, scholarly practice requires that professionals critically assess their practices, integrate evidence-based literature, and enhance the care they deliver to patients. Though scholarly practice is also associated with professional empowerment, role satisfaction, and improved patient care, it is rarely measured. The purpose of this study was to develop, pilot, and generate preliminary validity evidence of a tool designed to measure scholarly practice among RTs.Methods: We used DeVellis' nine-step scale development process and exploratory factor analysis to develop the tool. The results of a scoping review and qualitative study were used to generate an item pool and pilot test it with 81 RTs across Canada. The refined tool was tested on a larger sample (n = 832) and analyzed using exploratory factor analysis.Results: Using principal axis factoring with Promax rotation, we retained 18 items across 4 factors, explaining 56.7% of the variance in the data (31.7%, 10.2%, 8.6%, 6.2%): (Factor 1) professional development and credibility, (Factor 2) elements supporting scholarly practice, (Factor 3) the perceived impact of scholarly activities on practice, and (Factor 4) s cholarly practitioner identity and ability. Internal consistency of the final 18-item scale was suitable overall (Cronbach alpha = 0.879) and for each factor (F1 = 0.888; F2 = 0.774; F3 = 0.842; F4 = 0.746).Discussion: Our results provide preliminary evidence for a scholarly practice tool that can encourage self-reflection and/or foster peer-based reflection. Using the tool with other health care professionals and conducting confirmatory factor analysis could generate additional validity evidence.","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":"145-154"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142848272","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