Journal of CME最新文献

{"title":"Enhancing Evidence Translation Through Structured Clinical Reasoning: A Mixed-Methods Controlled Feasibility Study of Peer Visibility and Readiness Mechanisms in Applied Learning.","authors":"Caroline O Pardo, Nancy Paynter, Edith Perez","doi":"10.1080/28338073.2026.2744450","DOIUrl":"https://doi.org/10.1080/28338073.2026.2744450","url":null,"abstract":"<p><p>In clinical environments, evidence translation is often stalled by the incomplete bridge between clinicians' agreement with evidence and its implementation. In community oncology, where time constraints and variable resources shape care, this \"know-do\" gap reflects decision readiness under uncertainty. Clinicians can know the guidelines and still hesitate to act. Closing that practice gap requires more than awareness. Digital applied learning that makes peer clinical reasoning visible may support readiness mechanisms, but feasibility and mechanism signals for scalable peer visibility remain under-characterised. We evaluated feasibility and hypothesis-generating signals from clinician learners' engagement in a digital learning experience and explored plausible mechanisms by which peer visibility may influence clinician readiness for evidence translation. We conducted a mixed-methods, controlled feasibility evaluation among NPI-verified medical oncologists (<i>N</i> = 104) completing a digital applied learning experience with peer visibility (<i>n</i> = 80) or without (<i>n</i> = 24). Peer-facing content was generated by clinicians as responses to questions within the education. Assessed outcomes included feasibility, engagement, and readiness for application in practice. Open-text responses were characterised descriptively. Participation was high across modules in both variants (83-96%). Median total engagement time was higher in the peer visibility variant (37.3 minutes; IQR 13.4-70.7) versus the no-peer variant (20.2 minutes; IQR 8.4-44.2). Readiness-to-apply items show a mixed/directional pattern, though ceiling effects limited the precision of between-arm comparisons. The peer visibility variant produced 1,115 structured entries versus 315 in the no-peer variant (<i>n</i> = 75 versus <i>n</i> = 22), a comparable rate per contributor in both variants. Descriptive content characterisation identified categories consistent with confidence calibration and feasibility imagining. Integrating structured peer visibility into a digital applied learning experience appears to be practical at scale and yielded hypothesis-generating signals of higher engagement and plausible readiness mechanisms. Findings support future research to isolate active components, validate readiness constructs, and test mechanism pathways supporting translation to clinical action.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2744450"},"PeriodicalIF":0.0,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13656647/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149186705","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":"Practice Makes Human: AI Conversation and Simulation as Deliberate Practice for Human Connection in CPD.","authors":"Michael Burke, Jeffrey L Drezner","doi":"10.1080/28338073.2026.2744452","DOIUrl":"https://doi.org/10.1080/28338073.2026.2744452","url":null,"abstract":"<p><p>Future-ready continuing professional development (CPD) must integrate artificial intelligence without eroding the human relationships, empathy, and teamwork that underpin quality care. This brief report describes an immersive interactive AI-driven conversational simulation model that supports non-scripted encounters with lifelike avatars, followed by structured scoring and feedback, and repeated practice opportunities to rehearse difficult conversations with both colleagues and patients before they occur. Grounded in deliberate-practice theory, the approach is examined through the five Key Themes central to future-ready CPD as specified for the Journal of CME Special Collection: lifelong learning and wellbeing; quality-driven leadership; equitable and sustainable community health; responsible innovation and digital empowerment; and global equity through collaborative CPD. The report considers adaptive expert-tutor and patient-avatar interactions, individualised Socratic questioning, formative assessment of observable communication behaviours, multilingual and locally configurable scenarios, and auditable governance, including the absence of a formal learner utilisation survey and the early state of evidence linking simulation to patient outcomes. It reviews emerging literature and defines important boundaries: simulated experience is not the entirety of clinical experience; observable empathic behaviour is measurable while empathy itself is more complex; AI feedback can enable deliberate practice but is not infallible; and scalability does not create universality. AI-driven rehearsal is best understood as a scalable complement, not a substitute for traditional clinical supervision, mentorship, standardised patient training, and authentic patient care.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2744452"},"PeriodicalIF":0.0,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13651830/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149168207","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":"Artificial Intelligence in Orthopaedic Education Across the Career Continuum: Moving from Benchmark Performance to Continuing Professional Development.","authors":"Harry Abel","doi":"10.1080/28338073.2026.2740890","DOIUrl":"https://doi.org/10.1080/28338073.2026.2740890","url":null,"abstract":"<p><p>Artificial intelligence (AI) is entering orthopaedic education through image interpretation, simulation, technical skill assessment, examination support and content generation. Most evidence, however, comes from undergraduate and postgraduate settings, whereas practising surgeons require continuing medical education and continuing professional development (CME/CPD) that supports safe adoption, maintenance of competence and practice improvement. This matters because AI may improve task performance while it is present without producing durable learning or safer independent practice. This critical narrative review asks: what learner benefit does the current orthopaedic education literature demonstrate, and how should that evidence be translated into AI-enabled CME/CPD for practising orthopaedic clinicians? Orthopaedic-specific reviews and primary studies were synthesised and supplemented by a targeted PubMed and Google Scholar update through 4 August 2026. Across modalities, a consistent pattern emerges: AI is strongest in tightly bounded tasks with objective outputs, whereas evidence for retention, transfer, workplace performance and patient benefit is sparse. Diagnostic support can improve accuracy, speed or confidence while available; machine-learning models can distinguish expertise levels in selected simulated procedures; and large language models perform strongly on some text-based examinations but remain vulnerable to explanation errors, hallucinated reasoning, model and version dependence, and image-rich tasks. One recent historical cohort study suggests that structured AI-assisted peer teaching may improve knowledge, clinical reasoning and three-month retention. We therefore propose an AI-specific outcomes framework that separates model capability and assisted performance from learning, transfer, workplace performance and patient or system outcomes, alongside four design principles for CPD. For CME/CPD, the priority is not simply to use AI more often, but to ensure that AI-enabled education produces demonstrable learning, safe transfer and improved practice.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2740890"},"PeriodicalIF":0.0,"publicationDate":"2026-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13629758/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149119744","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":"A Mixed-Methods Pilot Evaluation of Undergraduate Medical Students' Perceptions of a Gameshow-Style Teaching Intervention: Implications for Continuing Professional Development.","authors":"Max Sullivan, Amber Sealy, Timothy Owen","doi":"10.1080/28338073.2026.2732296","DOIUrl":"10.1080/28338073.2026.2732296","url":null,"abstract":"<p><p>Continuing medical education (CME) and continuing professional development (CPD) providers face a persistent challenge in engaging time-pressured clinicians through interactive, low-resource formats. Undergraduate medical education has traditionally relied on didactic teaching, which may not align with the rapid, time-pressured demands of multiple-choice question (MCQ)-based assessment. We report a pilot mixed-methods evaluation of a gameshow-style teaching intervention designed to simulate rapid-fire MCQ-style questioning while promoting engagement and collaboration. A single in-person session (using JeopardyLabs) was delivered to 20 third- and fourth-year medical students, all international students from St George's University, Grenada, undertaking clinical placements in the United Kingdom. Year groups were mixed within teams to balance existing clinical knowledge; individual year group was not captured in the anonymous questionnaire. Participants completed 5-point Likert-scale items and open-ended questions; quantitative data were analysed descriptively and qualitative data using reflexive thematic analysis. Nineteen participants (95%) found the format more engaging than traditional teaching, and all 20 (100%) reported enhanced collaboration and educational value. Qualitative analysis identified four themes: engagement and sustained attention, collaborative learning, perceived higher-order cognitive processing, and enjoyment and motivation; confidence showed greater variability. As all participants were international students, the session also provided a structured opportunity for peer interaction within this cohort, consistent with literature suggesting international students often have fewer such opportunities. Mapped against Moore's framework for CME/CPD outcomes, these findings sit at the earliest levels (participation and satisfaction); learning, competence, and performance were not assessed. Given the small, single-institution, undergraduate sample and the absence of a comparison group or objective outcomes, we present this as a hypothesis-generating pilot rather than evidence of CME/CPD effectiveness, and propose a shortened, 30-minute modular adaptation as a testable design principle for time-pressured CME/CPD settings.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2732296"},"PeriodicalIF":0.0,"publicationDate":"2026-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13600273/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149042627","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":"Participation in Continuing Professional Development Among Radiographers in Lilongwe District, Malawi.","authors":"Peter Bajinyumwe Shaba, Mbuyiselwa Radebe","doi":"10.1080/28338073.2026.2732295","DOIUrl":"10.1080/28338073.2026.2732295","url":null,"abstract":"<p><p><b>Background:</b> Continuing Professional Development (CPD) enables healthcare workers to continuously update their medical knowledge, skills, and clinical practices, ultimately enhancing patient care, improving health outcomes, and maintaining professional competence. However, a significant gap remains in the literature regarding the specific challenges that affect radiographers' engagement in CPD from the perspectives of key stakeholders. <b>Purpose:</b> This study explored challenges to CPD participation in radiography from the triadic perspectives of radiographers, professional body, and employers. <b>Methods:</b> Utilizing a qualitative, multiple-case design in Lilongwe District, Malawi, a multi-stage purposive sampling matrix recruited participants across primary, secondary, and tertiary healthcare tiers. Verbatim data were subjected to thematic analysis and systematic horizontal and vertical cross-case comparisons via a master synthesis matrix. <b>Results:</b> Cross-case synthesis demonstrated that radiography CPD participation is heavily modulated by institutional healthcare tier rather than individual motivation. Disparate codes consolidated into a multi-level framework revealing critical vertical misalignments between macro-level regulatory standards, meso-level institutional resource constraints, and micro-level clinical workloads. <b>Conclusion:</b> Low radiography CPD engagement is a structural consequence of vertical misalignments across macro, meso, and micro strata. These findings establish a contextualized diagnostic baseline to inform future targeted clinical interventions and broader multi-district investigations.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2732295"},"PeriodicalIF":0.0,"publicationDate":"2026-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13577291/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148978981","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":"Continuing Professional Development in an Era of Physician Burnout.","authors":"Robin Stevenson, Lisa Sullivan, Eugene Pozniak","doi":"10.1080/28338073.2026.2730796","DOIUrl":"10.1080/28338073.2026.2730796","url":null,"abstract":"","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2730796"},"PeriodicalIF":0.0,"publicationDate":"2026-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13573541/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148972613","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":"Reconciling the Formal and Hidden Curricula in General Practice Training.","authors":"Ross Munro","doi":"10.1080/28338073.2026.2728188","DOIUrl":"10.1080/28338073.2026.2728188","url":null,"abstract":"<p><p>This reflective letter explores the relationship between the formal curriculum and the hidden curriculum (HC) in UK general practice (GP) training. Drawing on personal experience, it highlights a perceived disconnect between curriculum content and the realities of day-to-day GP practice. While trainees acquire a broad range of knowledge, some learning feels only indirectly relevant to independent practice. The HC - comprising implicit values, behaviours and cultural norms - emerges as a powerful influence on professional identity formation. Observed features include perceived underappreciation of general practice, narratives of unsustainable workload, and role modelling of burnout. Tensions between policy and practice, particularly around digital innovation, further reinforce this gap. This divergence risks positioning the formal curriculum as aspirational and the HC as reality. Greater recognition of the HC within curriculum reform may help align training with clinical practice. Making its influence explicit could support more constructive learning and professional development in GP training.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2728188"},"PeriodicalIF":0.0,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13552300/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148914530","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":"Understanding Time Availability and Format Preferences for AI Professional Development in Health Professions Education.","authors":"Angie Garcia, Bethany Grubb, Yulia Piller, Leslie Gray, Heather Mowry, John Carter, Jon Williamson, Ramona Dorough","doi":"10.1080/28338073.2026.2719152","DOIUrl":"10.1080/28338073.2026.2719152","url":null,"abstract":"<p><p>As AI becomes more integrated into healthcare and health professions education, educators require training that supports AI literacy, responsible use, and practical application. Professional development opportunities must be practical, feasible, and aligned with educators' professional responsibilities and time constraints. This study examined health professions educators' preferences for AI training, including priority topics, preferred formats, time availability, and incentives for participation. We conducted a cross-sectional study using an anonymous REDCap questionnaire between August and November 2025. Clinician educators were recruited through academic and professional networks affiliated with the Association of Schools Advancing Health Professions. Descriptive statistics were used to summarise survey responses. Among 175 participants, most were faculty (<i>n</i> = 161, 92.0%) with educational responsibilities (<i>n</i> = 154, 88.0%), and more than half had no formal AI training (<i>n</i> = 100, 57.1%). Participants prioritised practical training, including real-world AI examples (<i>n</i> = 147, 84.0%), curriculum-integrated projects (<i>n</i> = 127, 72.6%), and evaluating AI-generated output. Preferences differed significantly across topics, training formats, and incentives (all <i>p</i> < .001). Most participants preferred 30 minutes to 1 hour of training per week (<i>n</i> = 82, 46.9%), with short on-demand videos (<i>n</i> = 123, 70.3%) and in-person sessions (<i>n</i> = 100, 57.1%) as the leading formats. The strongest incentive for participation was the opportunity to apply AI skills in real projects (<i>n</i> = 107, 61.1%). Health professions educators preferred AI training that is practical, flexible, and directly relevant to their work. Findings suggest that AI professional development should emphasise applied use, ethical and responsible practice, critical evaluation, and field-specific examples through concise, accessible, and institutionally supported formats.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2719152"},"PeriodicalIF":0.0,"publicationDate":"2026-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13501771/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148815046","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":"Implementing Advisory Councils to Strengthen Continuing Education Programming: Case Study and Synthesised Recommendations.","authors":"Ariel Porto, Rosemary Motz, Karen Ashley","doi":"10.1080/28338073.2026.2719114","DOIUrl":"https://doi.org/10.1080/28338073.2026.2719114","url":null,"abstract":"<p><p>Continuing education (CE) activities that are multicomponent, long-term, interprofessional, or geographically dispersed require thorough mechanisms to meet the educational needs of learners. One tool offering a variety of benefits for complex CE programming is the formation of an advisory council, but there is a gap in the literature detailing how to most effectively implement councils to inform CE. Through the lens of a five-year, rural health telementoring project, this paper's purpose is to propose best practices for utilising CE councils by translating existing best practices from other health fields into actionable recommendations for CE providers. An intentional, phased approach to council development is recommended, including: (1) clearly defining the council's purpose and revising this purpose throughout the project; (2) thoughtfully recruiting members by determining key, needed characteristics; (3) deliberately planning and structuring meetings through a collaborative, team approach; and (4) effectively evaluating the council to support continuous improvement. Collectively, these practices support the development of councils that foster collaboration between project staff and council members to meaningfully improve CE. Although additional research is needed to examine the impact of councils on CE, the approaches described provide a practical foundation for CE programmes seeking to establish or strengthen councils - positioning councils as valuable partners in continuous program improvement.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2719114"},"PeriodicalIF":0.0,"publicationDate":"2026-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13488504/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148802402","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":"Beyond Technical Updating: Why Civic Reasoning Matters in Continuing Medical Education.","authors":"Beti Indah Sari, Tri Mutmainnah, Vivi Kurnia Herviani","doi":"10.1080/28338073.2026.2716571","DOIUrl":"https://doi.org/10.1080/28338073.2026.2716571","url":null,"abstract":"<p><p>This letter responds to Erlande's framing of civic education as community capacity building for primary care by arguing that its relevance also extends to continuing medical education (CME). In post-infodemic practice, clinicians need not only updated technical knowledge but also the ability to address misinformation, communicate uncertainty, and engage communities marked by uneven trust in expertise. The letter suggests that CME should more explicitly incorporate locally grounded public problems, communication training for contested digital environments, and reflective attention to accountability to marginalised communities. Civic reasoning, in this view, is part of contemporary professional competence rather than an optional addition to CME.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2716571"},"PeriodicalIF":0.0,"publicationDate":"2026-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13479513/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148802228","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}