Journal of CME最新文献

{"title":"Unravelling Orthopaedic Surgeons' Perceptions and Adoption of Generative AI Technologies.","authors":"Matthias Schmidt, Yasmin B Kafai, Adrian Heinze, Monica Ghidinelli","doi":"10.1080/28338073.2024.2437330","DOIUrl":"10.1080/28338073.2024.2437330","url":null,"abstract":"<p><p>This mixed-methods study investigates the adoption of generative AI among orthopaedic surgeons, employing a Unified Theory of Acceptance and Use of Technology (UTAUT) based survey (<i>n</i> = 177) and follow-up interviews (<i>n</i> = 7). The research reveals varying levels of AI familiarity and usage patterns, with higher adoption in research and professional development compared to direct patient care. A significant generational divide in perceived ease of use highlights the need for tailored training approaches. Qualitative insights uncover barriers to adoption, including the need for more evidence-based support, as well as concerns about maintaining critical thinking skills. The study exposes a complex interplay of individual, technological, and organisational factors influencing AI adoption in orthopaedic surgery. The findings underscore the need for a nuanced approach to AI integration that considers the unique aspects of orthopaedic surgery and the diverse perspectives of surgeons at different career stages. This provides valuable insights for educational institutions and healthcare organisations in navigating the challenges and opportunities of AI adoption in specialised medical fields.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"13 1","pages":"2437330"},"PeriodicalIF":0.0,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11632920/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142815082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Future of Generative AI in Continuing Professional Development (CPD): Crowdsourcing the Alliance Community.","authors":"Dustin Ensign, Sarah A Nisly, Caroline O Pardo","doi":"10.1080/28338073.2024.2437288","DOIUrl":"10.1080/28338073.2024.2437288","url":null,"abstract":"<p><p>More than a decade ago, Dr. Curtis Olson published a futuristic commentary predicting the next era of Continuing Professional Development (CPD). While Dr. Olson considered crucial change at the forefront of CPD, the last decade has also seen a wave of technology changes that few could predict. In this mixed methods analysis, we describe a qualitative process in identifying the next decade of changes to the process of healthcare education. We sought to engage our community in a grassroots collaborative, amplifying the voices of those involved in shaping the past, pushing the current, and setting the future of CPD. This research includes quantitative and qualitative survey research, focus group facilitation, and collaborative workshops. In each setting, respondents provided commentary and unification of themes related to changes in technology and how it will shape the future of CPD. Here, we report the findings of those themes and recommendations for appropriate and thoughtful use of technology.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"13 1","pages":"2437288"},"PeriodicalIF":0.0,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11633854/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142815079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Revolutionising Faculty Development and Continuing Medical Education Through AI-Generated Videos.","authors":"Irene Contreras, Samia Hossfeld, Katharine de Boer, Jane Thorley Wiedler, Monica Ghidinelli","doi":"10.1080/28338073.2024.2434322","DOIUrl":"10.1080/28338073.2024.2434322","url":null,"abstract":"<p><p>Producing high-quality and engaging educational videos for continuing medical education (CME) is traditionally time-consuming and costly. Generative AI tools have shown promise in creating synthetic videos that mimic traditional lecture videos. We conducted a comparative analysis of four AI video generation platforms HeyGen, Synthesia, Colossyan, and HourOne using the Kano model. Our analysis revealed that HeyGen met most of our requirements. We created two videos and collected feedback from 25 learners. The feedback indicated that the videos were of good quality, engaging, and well-paced for learning. Only 32% recognised the videos as AI-generated, citing limited facial expressions, hand gestures and monotone vocal expression. Importantly, only 24% considered disclosure of AI-generated content necessary. This research indicates that AI-generated videos can be a viable alternative to traditionally produced educational videos. It offers an efficient, cost-effective solution for producing educational content. Ethical considerations regarding AI content disclosure should be addressed to maintain transparency.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"13 1","pages":"2434322"},"PeriodicalIF":0.0,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11626865/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142803914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Overview of Continuing Medical Education/Continuing Professional Development Systems in the Middle East and North Africa: A Mixed Methods Assessment.","authors":"Lawrence Sherman, Samar Aboulsoud, Kathy Chappell","doi":"10.1080/28338073.2024.2435737","DOIUrl":"10.1080/28338073.2024.2435737","url":null,"abstract":"<p><p>The aims of this assessment were to describe the requirements for physicians to engage in CME/CPD; explore perceptions of in-country SMEs of their CME/CPD systems; describe perceptions of in-country physicians about interprofessional continuing education (IPCE) and independent CME/CPD; and provide recommendations that may be adopted to improve quality and effectiveness. An assessment of CME/CPD systems in the Middle East and North Africa was conducted using a mixed-methods approach that included 1:1 interviews with in-country SMEs and an electronic survey capturing qualitative and quantitative data from practicing in-country physicians. The results of this assessment were strongly influenced by Egypt and Israel in the Middle East, and Algeria and Morocco in North Africa. The CME/CPD systems demonstrate wide variation from absent/immature systems to robust/mature systems. Strategies to improve the quality of the CME/CPD systems range from implementing basic standards in North Africa to evaluating the impact of CME/CPD in practice in the Middle East. The maturity of CME/CPD systems seems to affect physician awareness, independence from the influence of pharmaceutical companies over education, and IPCE, with more mature systems having a positive relationship to awareness, independence and engagement in IPCE. Maturity of CME/CPD systems is less tied to physician perceptions of value of CME/CPD, hours of participation, perceptions of what is missing from current systems, and preferred formats of education.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"13 1","pages":"2435737"},"PeriodicalIF":0.0,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11626866/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142803867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Overview of Continuing Medical Education/Continuing Professional Development Systems in Europe: A Mixed Methods Assessment.","authors":"Lawrence Sherman, Hannu Halila, Kathy Chappell","doi":"10.1080/28338073.2024.2435731","DOIUrl":"10.1080/28338073.2024.2435731","url":null,"abstract":"<p><p>The aims of this assessment were to describe the requirements for European physicians to engage in CME/CPD; explore perceptions of their CME/CPD systems; interprofessional continuing education (IPCE) and independent CME/CPD and provide recommendations that may be adopted to improve quality and effectiveness. This assessment used a mixed-methods approach that included 1:1 interviews with in-country subject matter experts (SMEs) and an electronic survey capturing qualitative and quantitative data from practicing in-country physicians. Our analysis reflects countries with CME/CPD systems that are quite mature when compared to other areas of the world. Almost all the European countries have CME/CPD systems that are professionally self-regulated and have implemented policies or laws to limit the influence of pharmaceutical or device companies over content in CME/CPD. Several countries have incorporated a learning sciences framework into their systems, including self-assessment/self-reflection and evaluation of professional practice gaps. Overall quality of CME/CPD systems was described as high, with education focused on knowledge and practice change. Opportunities for improvement are focused on increasing innovation, improving transparency and consistency, and decreasing administrative burdens. About half the countries have and support IPCE, which is likely also a marker of a more mature CME/CPD system. This mixed-method assessment demonstrates that the CME/CPD systems in the 15 European countries reflect elements of mature systems globally. Physician participation is mandated or strongly encouraged and supported. Physicians have access to a wide variety of opportunities to participate in CME/CPD, and they do participate even if not required by regulation. There are mechanisms to ensure the quality of CME/CPD even when pharmaceutical or device companies are permitted to provide education. Suggestions for improvement focus on quality and not basic elements of structure.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"13 1","pages":"2435731"},"PeriodicalIF":0.0,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11619014/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142787981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analysis of a Pilot Study Delivering Cancer Survivorship Education to Community Healthcare Professionals Utilizing the Project ECHO Model.","authors":"Ashley Pariser Davenport, Kevin Johns, Dena Champion, Andrea Roberts, Susan Fugett, Erin Holley, Candice Schreiber, Carolyn J Presley, Jalyn Todd, Andrew Honeychuck, Katherine Hunt, Yurong Lu, Bhuvaneswari Ramaswamy, Seuli Bose Brill","doi":"10.1080/28338073.2024.2433916","DOIUrl":"https://doi.org/10.1080/28338073.2024.2433916","url":null,"abstract":"<p><p>As the number and needs of cancer survivors grow, innovative ways to enhance survivorship expertise are needed. This pilot study evaluated a 12-week cancer survivorship curriculum delivered to two cohorts of providers at affiliated sites within the Mercy Health System, utilising the Project ECHO® model, on provider self-efficacy (SE), knowledge (KN), and professional improvement (PI). Providers received six 1-hour sessions, informed by provider needs assessment, over 12 weeks. Participants completed pre- and post-session surveys evaluating SE, KN, and PI domains. The average score for survey items overall and within each domain was compared in pre- and post-session survey results. Twenty-six participants completed the baseline survey and 22 completed the post-session survey. For cohort 1, the overall score (0.94, 95% CI [0.45,1.42] <i>p</i> = 0.0023), SE (1.1, [95% CI [0.5,1.7] <i>p</i> = 0.003), and KN domain (1.03, 95% CI [0.45,1.62] <i>p</i> = 0.0036) scores significantly increased. For cohort 2, the overall score (0.617, 95% CI [0.042,1.193] <i>p</i> = 0.0378), SE (0.728, 95% CI [0.048,1.407] <i>p</i> = 0.0379), and KN domains (0.665, 95% CI [0.041,1.289] <i>p</i> = 0.0387) increased significantly. The PI score did not change for either cohort (PI -0.09, 95% CI [-0.67, 0.49] <i>p</i> = 0.726 and 0.000, 95% CI [-0.790,0.790] <i>p</i> > 0.999). This Cancer Survivorship ECHO pilot resulted in a statistically significant increase in provider self-efficacy and knowledge. All 22 participants rated the Cancer Survivorship ECHO pilot experience as having a positive (greater than neutral) result on their training. The Cancer Survivorship ECHO model may serve as a scalable strategy for building cancer survivorship care capacity in community-based oncology practices by equipping multidisciplinary teams to meet the needs of cancer survivors within their communities. Further research is needed to assess the implementation of this model in novel settings and evaluate its impact on patient outcomes and professional improvement.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"13 1","pages":"2433916"},"PeriodicalIF":0.0,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11610305/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142775021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Overview of Continuing Medical Education/Continuing Professional Development Systems in Latin America: A Mixed Methods Assessment.","authors":"Lawrence Sherman, Ricardo Leon-Borquez, Mildred Lopez, Kathy Chappell","doi":"10.1080/28338073.2024.2427765","DOIUrl":"10.1080/28338073.2024.2427765","url":null,"abstract":"<p><p>The aims of this regional assessment of continuing medical education (CME)/continuing professional development (CPD) systems in Latin America were to describe the current requirements, if any, for physicians to engage in CME/CPD, explore perceptions of national CME/CPD systems from in-country subject matter experts (SMEs), to describe the perceptions of interprofessional continuing education (IPCE) and independent CME/CPD from in-country physicians and to provide recommendations that may be adopted by organisations/countries to improve the quality and effectiveness of their current CME/CPD systems and better meet their learners' needs. An assessment of 11 CME/CPD systems in Latin America was conducted using a mixed-methods approach that included 1:1 interviews with in-country SMEs and an electronic survey capturing qualitative and quantitative data from practicing in-country physicians. This assessment reflected countries with CME/CPD systems that are in various stages of maturity. Only three countries have systems that are self-regulated by the profession, several systems lack independence from pharmaceutical influence, and educational activities are described more in terms of traditional CME/CPD as compared to education focused on individual or team gaps or population health care needs. There was little description of incorporating learner self-assessment and evaluation of change and little focus on interprofessional education. This mixed-method assessment of 11 Latin American countries demonstrated CME/CPD systems that are developing in maturity. Participation was often voluntary, and there was relatively little regulation. Physicians overall have been resistant to regulation and have preferred to use a voluntary, incentive-based model. There was a relatively high degree of influence by the pharmaceutical industry. Affordability and access remain challenges. There is an opportunity to better tie country/population health outcomes to CME/CPD, implement interprofessional continuing education, increase faculty skills and learner engagement, and increase funding and access across geographic regions.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"13 1","pages":"2427765"},"PeriodicalIF":0.0,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11590182/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142735201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Viewpoint: Better Late Than Never: Nutrition Education Opportunities for Physicians in the United States.","authors":"Jaclyn Albin, Dominique R Williams, John T Stutts, Giovanna Santander, Andie Lee Gonzalez, Mary Beth Arensberg","doi":"10.1080/28338073.2024.2418544","DOIUrl":"10.1080/28338073.2024.2418544","url":null,"abstract":"<p><p>Diet and nutrition have an important impact on chronic disease and mortality and have spurred growth in the food is medicine approach. Yet, in the United States (US), post-graduate nutrition education and training for physicians remain limited. This may change as American policies focused on nutrition security, quality care and health equity advance and create new incentives for practicing clinicians to engage in nutrition-focused education and training. This viewpoint summarises why nutrition is essential for quality medical care, nutrition knowledge of US physicians, evolving US policies and advocacy for nutrition in medicine and opportunities for nutrition-focused continuing medical education and training. Clinicians trained in nutrition are important to lead innovation and research in nutrition-focused clinical care and to define best practices and optimise population health.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"13 1","pages":"2418544"},"PeriodicalIF":0.0,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11574949/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142677970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical Writing for Continuing Education in the Health Professions: A Competency Model.","authors":"Haifa Kassis, Donald Harting","doi":"10.1080/28338073.2024.2422709","DOIUrl":"10.1080/28338073.2024.2422709","url":null,"abstract":"<p><p>Medical writers assist continuing medical education (CME)/continuing professional development (CPD) providers in planning and delivering educational programmes. Their responsibilities include developing needs assessments and instructional content for accredited CME-CPD. However, to the best of our knowledge, a competency model for training writers who develop CME-CPD materials does not exist. We used a modified Delphi method to identify knowledge areas, skills, attitudes, and deliverables (KSADs) to include in a model for training the next generation of CME writers. Over 3 rounds of questionnaires, we asked a diverse panel of stakeholders to rate an initial set of KSADs, suggest additional KSADs, and provide rationales for their ratings. Panellists rated each KSAD from 1 (strongly disagree) to 5 (strongly agree) based on whether it should be included in the model. Panellists received anonymised reports of results between rounds and could change their previous ratings. Of 22 panellists who agreed to participate, 20 (90.9%) completed all 3 rounds. Of 83 suggested KSADs, 44 (53%) received a final average rating of at least 4, meeting predefined criteria for consensus. In total, we identified 38 KSAs necessary for CME writers to excel. These KSAs cover a wide range of topics from various fields, including accredited continuing education, medicine and healthcare, and medical writing and communications. We also identified 6 in-demand deliverables, including needs assessments, outcomes questions, slide decks, interactive patient case studies, agendas for proposed educational programmes, and scripts for video or audio recordings. This new competency model may help guide the development of training programmes for medical writers specialising in CME-CPD.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"13 1","pages":"2422709"},"PeriodicalIF":0.0,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11562019/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142634134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Clinician-Scientists Access and Mobilise Social Capital and Thus Contribute to the Professional Development of Their Colleagues in Their Networks.","authors":"Esther de Groot, Jasperina Brouwer, Yvette Baggen, Nienke Moolenaar, Manon Kluijtmans, Roger Damoiseaux","doi":"10.1080/28338073.2024.2421129","DOIUrl":"10.1080/28338073.2024.2421129","url":null,"abstract":"<p><p>Clinician-scientists, physicians who conduct research, may fulfil a bridging role in networks of health care researchers and practitioners. Within clinician-scientists' networks, knowledge sharing is thought to play a vital role in the continuing professional development of themselves and their colleagues. However, little is known about networks of clinician-scientists and how this impacts continuing professional development. Rooted in social capital theory, this study provides a mixed methods exploration of clinician-scientists' networks. Ego-level social network data were collected via semi-structured interviews on professional interactions about evidence-based practice with 15 clinician-scientists in the area of general practice and elderly care. Quantitative analysis revealed that professional networks of clinician-scientists varied in size, composition, and frequency of interactions depending on appointed research time and experience. Less experienced clinician-scientists interacted most frequently with other clinician-scientists while experienced clinician-scientist experienced more sporadically with clinicians. Clinician-scientists with more research time interacted more frequently with scientists and had a slightly larger professional network than those with less research time. The thematic qualitative analysis revealed different decision-making processes of clinician-scientists on mobilising their social capital and connecting to others in the network: (1) deliberate decision about initiating connections; (2) reactive behaviour without a decision; (3) ad-hoc decision. Clinician-scientists exchange knowledge to enhance their own continuing professional development mainly but also contribute to the professional development of clinicians, scientists, and other clinician-scientists.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"13 1","pages":"2421129"},"PeriodicalIF":0.0,"publicationDate":"2024-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11536690/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142585189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}