Journal of CME最新文献

{"title":"An Overview of Continuing Medical Education/Continuing Professional Development Systems in China: A Mixed Methods Assessment.","authors":"Lawrence Sherman, Ming Kuang, Da-Ya David Yang, Kathy Chappell","doi":"10.1080/28338073.2024.2363855","DOIUrl":"10.1080/28338073.2024.2363855","url":null,"abstract":"<p><p>Aims of this assessment were to describe 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. This assessment used a mixed-methods approach that included 1:1 interviews with in-country subject matter experts and an electronic survey capturing qualitative and quantitative data from practicing in-country physicians. This assessment reflects a country invested in the education of its physician workforce. CME/CPD systems have embedded governance structures, organizations authorized to provide education, and a recognized credit system. Governing bodies have implemented regulations to limit influence from commercial interest organizations on CME/CPD, and there is opportunity to expand delivery systems to reach physicians across diverse geographic regions, better align content to individual physicians' gaps and learning needs, and reduce cost. There is opportunity to invest in IPCE within a country with a strong professional hierarchy system. This assessment reflects CME/CPD systems that are relatively mature and identifies several opportunities to expand and enhance systems to better meet educational needs of physicians and to positively impact practice and patient outcomes.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11164035/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141302276","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":"Report on Proceedings of the Sixteenth Annual European CME Forum, the Hague, Netherlands, November 2023.","authors":"Ron Murray, Cara L Macfarlane","doi":"10.1080/28338073.2024.2361404","DOIUrl":"10.1080/28338073.2024.2361404","url":null,"abstract":"<p><p>There was a renewed vigour among the participants attending the 16th Annual European CME Forum (#16ECF), which took place in the Hague, the Netherlands from 8-10 November 2023. This emanated from the meeting having reverted to an in-person format to promote engagement among attendees. The meeting was subdivided into three main sections to address this year's theme \"Voices in CME-CPD\": 1) Listening to others; 2) Listening to ourselves; 3) Listening to each other. The Forum unofficially began with the pre-meeting sessions led by two special interest groups and was then formally opened by the programme director. There were panel discussions on designing and implementing CME-CPD programmes, measuring and reporting outcomes, and valuing and defining independence, as well as smaller workshop and breakout sessions led by international presenters. Representatives for the <i>Journal of CME</i> presented on the 2023 Special Collection of articles, with this year's topic \"Expanding the voices in CME-CPD\" mirroring the meeting theme. Participants interacted with providers, accreditors and grantors, as well as poster authors and a local physician who attended to share a learner's perspective. The meeting concluded with the now familiar \"CME unsession\" to ensure everyone's voices were heard and no one left the meeting with any unanswered questions.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11146245/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141238888","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":"Adaptive Mentoring Networks and Compassionate Care: A Qualitative Exploration of Mentorship for Chronic Pain, Substance Use Disorders and Mental Health.","authors":"Arun K Radhakrishnan, Jonathan J Hunter, Dhenuka Radhakrishnan, Jose M Silveira, Sophie Soklaridis","doi":"10.1080/28338073.2024.2361405","DOIUrl":"10.1080/28338073.2024.2361405","url":null,"abstract":"<p><p>This study undertook an exploration of how Adaptive Mentoring Networks focusing on chronic pain, substance use disorders and mental health were supporting primary care providers to engage in compassionate care. The study utilised the Cole-King & Gilbert Compassionate Care Framework to guide qualitative semi-structured interviews of participants in two Adaptive Mentoring Networks in Ontario, Canada. Fourteen physician participants were interviewed including five mentors (psychiatrists) and nine mentees (family physicians) in the Networks. The Cole-King & Gilbert Framework helped provide specific insights on how these mentoring networks were affecting the attributes of compassion such as <i>motivation, distress-tolerance, non-judgement, empathy, sympathy</i>, and <i>sensitivity</i>. The findings of this study focused on the role of compassionate provider communities and the development of skills and attitudes related to compassion that were both being supported in these networks. Adaptive Mentoring Networks can support primary care providers to offer compassionate care to patients with chronic pain, substance use disorders, and mental health challenges. This study also highlights how these networks had an impact on provider resiliency, and compassion fatigue. There is promising evidence these networks can support the \"quadruple aim\" for healthcare systems (improve patient and provider experience, health of populations and value for money) and play a role in addressing the healthcare provider burnout and associated health workforce crisis.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11146240/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141238886","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":"Assessment of Entrustable Professional Activities Among Dutch Endocrine Supervisors.","authors":"Joanne M de Laat, Anouk N A van der Horst-Schrivers, Natasha M Appelman-Dijkstra, Peter H Bisschop, Koen M A Dreijerink, Madeleine L Drent, Melanie M van de Klauw, Wendela L de Ranitz, Aline M E Stades, Nike M M L Stikkelbroeck, Henri J L M Timmers, Olle Ten Cate","doi":"10.1080/28338073.2024.2360137","DOIUrl":"10.1080/28338073.2024.2360137","url":null,"abstract":"<p><p>Entrustable Professional Activities (EPAs) are an important tool to support individualisation of medical training in a competency-based setting and are increasingly implemented in the clinical speciality training for endocrinologist. This study aims to assess interrater agreement and factors that potentially impact EPA scores. Five known factors that affect entrustment decisions in health profesions training (capability, integrity, reliability, humility, agency) were used in this study. A case-vignette study using standardised written cases. Case vignettes (<i>n</i> = 6) on the topics thyroid disease, pituitary disease, adrenal disease, calcium and bone disorders, diabetes mellitus, and gonadal disorders were written by two endocrinologists and a medical education expert and assessed by endocrinologists experienced in the supervision of residents in training. Primary outcome is the inter-rater agreement of entrustment decisions for endocrine EPAs among raters. Secondary outcomes included the dichotomous interrater agreement (entrusted vs. non-entrusted), and an exploration of factors that impact decision-making. The study protocol was registered and approved by the Ethical Review Board of the Netherlands Association for Medical Education (NVMO-ERB # 2020.2.5). Nine endocrinologists from six different academic regions participated. Overall, the Fleiss Kappa measure of agreement for the EPA level was 0.11 (95% CI: 0.03-0.22) and for the entrustment decision 0.24 (95% CI 0.11-0.37). Of the five features that impacted the entrustment decision, capability was ranked as the most important by a majority of raters (56%-67%) in every case. There is a considerable discrepancy between the EPA levels assigned by different raters. These findings emphasise the need to base entrustment decisions on multiple observations, made by a team of supervisors and enriched with factors other than direct medical competence.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11146265/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141238887","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 Longitudinal Study of Student Feedback Integration in Medical Examination Development","authors":"I. Hajj Hussein, Collin Braithwaite, Virginia Uhley, C. Mohiyeddini","doi":"10.1080/28338073.2024.2352964","DOIUrl":"https://doi.org/10.1080/28338073.2024.2352964","url":null,"abstract":"ABSTRACT Examinations are essential in assessing student learning in medical education. Ensuring the quality of exam questions is a highly challenging yet necessary task to assure that assessments are equitable, reliable, and aptly gauge student learning. The aim of this study was to investigate whether the incorporation of student feedback can enhance the quality of exam questions in the Renal and Urinary System course, offered to second-year medical students. Using a single-arm between-person survey-based design, we conducted an a priori power analysis to establish the sample size. The exam comprised 100 multiple-choice questions written by a panel of 31 instructors. A total of 125 medical students took the exam in 2021. Following the exam, student feedback was collected, resulting in the revision of 12 questions by two subject experts. In the following year, the revised questions were administered to a new cohort of 125 second-year medical students. We used Fisher’s z-transformation to test the significance of differences in point-biserial correlations between the 2021 and 2022 cohorts. The results reveal that 66% of the revised exam questions exhibited significantly higher point-biserial correlations. This demonstrates the positive impact of involving students in the exam revision process. Their feedback enhances question clarity, relevance, alignment with learning objectives, and overall quality. In conclusion, student participation in exam evaluation and revision can improve the quality of exam questions. This approach capitalises on students experiences and feedback and complements the traditional approaches to ensure the quality of exam questions, benefiting both the institution and its learners.","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140968993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"FeverApp for Parents: A Multilingual and Socially Accountable Approach to Paediatric Fever Management in Germany","authors":"Yvonne Beerenbrock, E. Jenetzky, David D. Martin","doi":"10.1080/28338073.2024.2352940","DOIUrl":"https://doi.org/10.1080/28338073.2024.2352940","url":null,"abstract":"ABSTRACT Policymakers and practitioners are increasingly focused on achieving health equity and meeting the specific health needs of diverse populations, including vulnerable groups such as children. To address these challenges, the Fever App for Parents has emerged as a solution to guide parents through the complexities of managing fever in their children by improving fever management in children through real-time data collection and comprehensive educational support. This systematic approach aims to reduce unnecessary medical interventions and overuse of antibiotics, thereby improving the overall quality of pediatric care and reducing parental anxiety. In Germany, almost every second child aged 0-10 is a child with migration status and/or migration experience. This means that the parents of these children also need to be targeted in fever management and informed about the correct behavior in case of fever. This information will also be monitored anonymously to provide a feedback loop on the parent’s experience with the menu navigation and information design. The FeverApp provides parents with a structured, step-by-step guide to accurately track their child’s temperature and medication intake to encourage adherence to established fever management protocols. This study examines how the FeverApp embodies the principles of social responsibility through its multilingualism and digital development stages that incorporate user feedback. It shows why this app can be a resource to promote health equity through social responsibility in medical education and practice for parents, but also what barriers need to be considered at different stages of app development for parents from different cultural backgrounds to enable informal medical learning through apps.","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140974650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Abu Dhabi’s Journey Towards Excellence in Continuing Medical Education","authors":"Hatem Faraj Alameri, Graham T. McMahon, Fawzeia Hamad Al Jenaibi, Ahmed Mohamed Husseiny","doi":"10.1080/28338073.2023.2285381","DOIUrl":"https://doi.org/10.1080/28338073.2023.2285381","url":null,"abstract":"ABSTRACT Continuing medical education is essential to maintain and develop the skills of the healthcare workforce. Engagement with CME is required for maintaining practitioner licence in the United Arab Emirates. The CME environment in Abu Dhabi has been growing quickly, with rising numbers of activities and learner participation. Though Abu Dhabi’s Department of Health(DOH) has a history of regulating CME for its health professionals, it has typically relied on activity audits that have been inefficient and laborious. Consequently, the DOH evaluated and subsequently adopted international standards for provider accreditation and implemented a new model. That system incorporates eligibility standards, a digital system of registration, standards for ensuring learners are protected from advertising and promotion, expectations for educational outcomes, attendance verification, and program evaluation. DOH introduces an accreditation statement, set standards for activity documentation, data protection, and published a limited range of international systems whose credits could be recognized by DOH. Embedded in the new accreditation system is a restructured internal workforce, trained and supported to ensure accurate, consistent, and transparent accreditation decisions. DOH has supported implementation through a revised website, community meetings, provider training, and provider support services. DOH anticipates continuing evolution to support a culture of learning and competency management of the healthcare professionals in its workforce through CME, and in doing so support the delivery of high-quality healthcare to its citizens.","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139228240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparison of Outcomes Between Professions Following an Interprofessional Continuing Education Program to Enhance Trauma Care for Children","authors":"MacKenzie Koester, Ariel Porto, Rosemary Motz, Reilly Orner, Maximillian Morris, Shelby Anderson-Badbade, Karen Ashley, May Oo","doi":"10.1080/28338073.2023.2278925","DOIUrl":"https://doi.org/10.1080/28338073.2023.2278925","url":null,"abstract":"ABSTRACT The prevalence of children exposed to a potentially traumatic event (PTE), or Adverse Childhood Experience (ACE) is high, with exposure to long-lasting and severe PTEs and ACEs associated with negative health outcomes. Health care professionals who predominantly work with the paediatric population have limited training on how to screen, assess, and treat children after exposure. This study aimed to assess differences in learner outcomes between three healthcare provider types (PCPs, behavioural health providers, and other care team members [e.g. nurses, community health workers]) after participating in a continuing education programme designed to improve health outcomes of paediatric patients experiencing trauma. Learner outcomes were assessed as pre- and post-series changes in self-reported knowledge, self-efficacy, skills, and attitudes related to the programme’s learning objectives. Self-reported learner outcomes of 31 participants revealed significant increases in knowledge among all provider types, and significant increases in self-efficacy and skills for behavioural health providers and care team members. Additionally, results revealed that behavioural health providers significantly outperformed medical providers in self-efficacy and skills outcomes. These findings suggest that interprofessional continuing education programmes to enhance trauma care can be successful at training PCPs, behavioural health providers, and care team members, but learner outcomes may vary by discipline.","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139254366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Report on Proceedings of the Fifteenth Annual European CME Forum, Barcelona, Spain, November 2022","authors":"Ron Murray","doi":"10.1080/28338073.2023.2274756","DOIUrl":"https://doi.org/10.1080/28338073.2023.2274756","url":null,"abstract":"In a welcome return to a live, in person, same space meeting, albeit with some participants joining virtually, the Fifteenth Annual European Continuing Medical Education (CME) Forum (#15ECF) was hosted in Barcelona, Spain,2-4 November 2022. The meeting began with sessions conducted by three special interest groups affiliated with the European CME Forum, but open to all registrants. The main part of the meeting comprised interactive discussion sessions conducted by presenters from North and South America, Europe, India, and Australia, which were interspersed with breakout workshops that tackled three themes, Innovation and Impact, Attitudes and Culture, and Environment and Community. A featured topic was the patient voice in education and insights were provided by the international delegates on their local frameworks for CME/CPD. Updates were also provided on harmonisation among international accreditors, and an important change to the Journal of European CME, that is closely linked to the European CME Forum, was announced. An oral presentation was made by one of the poster authors, and the perennial favourites “Lunch with the Learners” and the “CME Unsession” werealso included. The level of engagement displayed by the participants would seem to suggest that much of the recent fatigue associated with virtual meetings was mitigated by this live event.","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135037659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Including Patient Voices in Continuing Medical Education: One Provider's Experience.","authors":"Jennifer McKay, Emma Needham, Wendy Walsh","doi":"10.1080/28338073.2023.2275504","DOIUrl":"10.1080/28338073.2023.2275504","url":null,"abstract":"<p><p>In 2021, UpToDate began offering continuing medical education (CME) planned and delivered by patients. The patient-authored medical topic reviews focus on lessons learned from interactions with the healthcare system and emphasise quality of life for those living with specific conditions. Having access to the patient voice at the point of care provides clinicians with a perspective that can improve patient-provider communication and promote shared decision-making. Participants who viewed the patient-authored topics were emailed a survey about the content; several responses indicated that the new topics were useful in clinical practice. While positive responses demonstrate that clinicians value the patient perspective, we also received replies from participants and from the patient authors themselves indicating there is more work to be done in developing patient-led CME. As more patients are invited to join the conversation, their expertise will be increasingly recognised as integral to CME.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10629417/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71523700","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}