Journal of CME最新文献

{"title":"\"Integrating Patients' Perspectives into Continuing Medical Education (CME) to Address Disparities in Gynecologic Cancer Care\".","authors":"Leen Alyaseen, Sarah A Nisly, Kathryn Burn","doi":"10.1080/28338073.2026.2704358","DOIUrl":"10.1080/28338073.2026.2704358","url":null,"abstract":"<p><p>Ongoing disparities exist in gynecologic cancer outcomes, and gaps remain in healthcare professional (HCP) education related to communication, equity, and survivorship. This retrospective mixed-methods analysis examined whether embedding patient narratives in continuing medical education (CME) for gynecologic oncology was associated with shifts in HCPs' reported intentions to change practice. Accredited CME activities delivered in the United States from 2021 to 2023 were reviewed. Provider post-activity evaluation data and de-identified patient narratives from Smart Patients®, an online community for patients and families, were included. Categorical evaluation outcomes were summarized using frequencies and percentages; differences in behavioral-change response categories across years were assessed using chi-square tests of independence; and patient narrative themes were compared descriptively with HCP-reported intent-to-change categories. The analysis included 4,057 unique learners in 2021, 16,970 in 2022, and 10,278 in 2023, alongside 171 patient narratives. The proportion of HCPs planning to implement changes remained stable across years (44-49%; χ² = 7.81, df = 4, <i>p</i> = 0.099). However, the focus of intended changes shifted from primarily applying guidelines in 2021 (77%) towards greater emphasis on educating other healthcare professionals (45% in 2022) and contributing to team-based change (35% in 2023). Thematic shifts paralleled year-to-year changes in the narratives featured. Integrating patient experiences into CME may help align HCPs' priorities with patient-centred concerns, including communication, equity, and survivorship.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2704358"},"PeriodicalIF":0.0,"publicationDate":"2026-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13421798/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148632770","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 Importance of Content Validity in Accredited Continuing Medical Education/Continuing Professional Development (CME/CPD).","authors":"Robert Schaefer, Kate Regnier, Michel Smith, Essam Elsayed, Ramin Parsa-Parsi, Joerg Stein, Otmar Kloiber, Reinhard Griebenow","doi":"10.1080/28338073.2026.2687327","DOIUrl":"10.1080/28338073.2026.2687327","url":null,"abstract":"<p><p>The Cologne Consensus Conference 2025 (CCC25), official meeting of the International Academy for CPD Accreditation (IACPDA), sought to explore opportunities for how accrediting bodies could ensure that the organisations or educational activities they accredit are demonstrating compliance with the IACPDA \"Standards for Substantive Equivalency between CPD/CME Accreditation Systems\", with a focus on how to align content selection with needs assessment to ensure that \"content presented is relevant and responsive to the identified needs of the target audience\". Based on the fact that it has become unmanageable for the individual doctor and/or faculty member to - get an unbiased overview over all evidence related to the clinical question in areas with exponential growth of evidence, or- find data relevant to the individual patient in the bulk of evidence without use of advanced search technologies, accrediting bodies recommend that providers, organizers of education, or even individual learners should consider evidence synthesis reports to be used in (accredited) CE, that are 1. independent2. publicly accessible and free of charge3. timely4. comprehensive and transparent, and5. user-friendly. As well, producers and/or publishers of evidence synthesis reports, ideally, might also offer opportunities for advanced searches, which, in the future, might increasingly be supported by artificial intelligence.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2687327"},"PeriodicalIF":0.0,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13288722/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148321041","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":"Digital Competence in Managing Digital Resources Among Health Professions Faculty in Ethiopian Public Universities: Implications for CME/CPD Digital Transformation.","authors":"Amare Equlinet Misganaw, Awoke Giletew Wondie","doi":"10.1080/28338073.2026.2687319","DOIUrl":"10.1080/28338073.2026.2687319","url":null,"abstract":"<p><p>Continuous medical education and continuing professional development (CME/CPD) have traditionally emphasised pedagogical effectiveness, yet the rapid digital transformation of health professions education now requires faculty to demonstrate advanced competencies in technology integration, digital resource management, accessibility, and online instruction. Faculty digital proficiency is increasingly essential for designing, delivering, and sustaining high-quality CME/CPD programmes that support workforce readiness and equitable access to learning opportunities. Evidence from resource-constrained settings remains limited. A cross-sectional survey was conducted among 498 faculty members across nine Ethiopian public higher education institutions offering six priority health programmes. Data were collected using the DigCompEdu framework (Area 2: Digital Resources). Descriptive statistics summarised participant characteristics and proficiency levels. Associations between categorical variables and expertise (Expert+ vs. Below Expert) were examined using Chi-square and Fisher's Exact tests. Multivariable logistic regression identified independent predictors of expert-level proficiency, reported as odds ratios (ORs) with 95% confidence intervals (CIs). Only 34 faculty (6.8%) reported expert-level digital proficiency, with most clustered at novice or explorer levels. Expertise was more common among faculty from research universities (12.9%), non-clinical units (13.3%), doctoral degree holders (33.3%), female faculty (23.1%), and those with ≥10 years of teaching experience (17.0%). Regression analysis revealed that male faculty had significantly higher odds of expertise (OR = 2.45, 95% CI: 1.35-4.45, <i>p</i> = 0.003), while higher academic rank was inversely associated (OR = 0.32, 95% CI: 0.15-0.68, <i>p</i> = 0.002). Institutional type was strongly predictive (OR = 0.16, 95% CI: 0.06-0.35, <i>p</i> < 0.001). Academic qualification and teaching experience were not significant predictors. Experts play a pivotal role in advancing educational practice by modelling innovation in teaching and learning. Yet, this study reveals a significant deficiency in faculty digital skills, with most lacking expertise in managing digital resources for student learning. Targeted, tiered faculty development is therefore essential to strengthen digital competence and enhance CME/CPD delivery in health professions education.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2687319"},"PeriodicalIF":0.0,"publicationDate":"2026-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13274501/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148280301","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 Medical Education as a Tool to Accelerate the Adoption of Extended-Duration Intravitreal Anti-VEGFs.","authors":"Katie Robinson, Kevin Lester, Sasha Persaud, Charlene Depry, Simon Cooper","doi":"10.1080/28338073.2026.2669419","DOIUrl":"10.1080/28338073.2026.2669419","url":null,"abstract":"<p><strong>Purpose: </strong>This study evaluated the impact of a comprehensive, curriculum-based continuing education (CE) programme on the adoption of second-generation intravitreal anti-VEGF therapies among ophthalmologists treating patients with diabetic macular oedema (DME) or neovascular age-related macular degeneration (nAMD).</p><p><strong>Methods: </strong>A multimodal educational curriculum was developed for eye care providers, incorporating principles of adult learning and marketing strategies. The curriculum included 14 CE activities (didactic content, case scenarios, live meetings, interprofessional activities, and downloadable resources) delivered from July 2024 through April 2026. Surveys, assessing knowledge, attitudes, and clinical decision-making, were administered before, during, and after participation. Participants were categorised as single-activity learners (one activity) or multiple-activity learners (three or more activities). Statistical analyses compared knowledge acquisition, comfort, and adoption of second-generation anti-VEGF agents between groups.</p><p><strong>Results: </strong>As of September 2025, 5,975 providers completed at least one activity; 398 providers, with complete data, were analysed (289 single-activity, 109 multiple-activity learners). Both groups, post education, demonstrated improved knowledge and comfort with second-generation anti-VEGF agents. Multiple-activity learners had higher baseline knowledge and consistently selected second-generation agents more frequently in case scenarios. Single-activity learners showed greater knowledge gains, while multiple-activity learners maintained higher overall knowledge. The curriculum increased preparedness for future use of new therapies, particularly among low-frequency injectors (<9 injections/week), though some barriers to adoption persisted.</p><p><strong>Conclusion: </strong>A curriculum-based, multimodal CE programme can accelerate the adoption of innovative therapies by improving clinician knowledge, comfort, and clinical decision-making. Iterative, data-driven education is effective in bridging gaps between emerging science and real-world practice, ultimately supporting better patient outcomes in nAMD and DME care.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2669419"},"PeriodicalIF":0.0,"publicationDate":"2026-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13159576/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147935961","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":"Number Needed to Teach (N2T2): Bringing Additional Context to the Evaluation of CME Outcomes.","authors":"Derek T Dietze","doi":"10.1080/28338073.2026.2651041","DOIUrl":"10.1080/28338073.2026.2651041","url":null,"abstract":"<p><p>Number needed to treat is a well-established concept in medicine that distils the benefit of a clinical intervention into a single, intuitive value. This paper discusses practical applications of number needed to teach (N2T2), a parallel metric for continuing medical education that quantifies the number of learners who must complete an activity and evaluation for one to achieve a meaningful educational benefit. While the concept has been considered in graduate education of future healthcare professionals, this paper describes the rationale and practical application of N2T2 using a hypothetical example focused on glycaemic status monitoring in type 2 diabetes for CE/CME professionals and participants. By applying pre- and post-activity assessment data to a prespecified improvement threshold, educators can calculate N2T2 to summarise learner gains in knowledge, competence, or performance. Methodological considerations such as paired versus unpaired responses, activity context, learner baseline proficiency and alignment with SMART, Link-SMART and TACT objectives are discussed. It is important to emphasise that N2T2 should be interpreted within the specific context of each activity's goals, audience and outcomes. In the absence of systematic use or established benchmarks for N2T2, early adoption and shared learning within the community are encouraged. N2T2 offers a complementary tool for expressing educational impact clearly and consistently, particularly when applied to longitudinal programmes or multi-activity outcomes. As with number needed to treat in medicine, N2T2 has the potential to bring greater clarity and practicality to how we understand and communicate the value of education. N2T2 is a timely and accessible innovation as we continue to refine educational outcomes measurement together.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2651041"},"PeriodicalIF":0.0,"publicationDate":"2026-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13055032/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147640556","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 Value of Interprofessional Continuing Education and Joint Accreditation.","authors":"Logan T Murry, Jennifer Graebe, Matthew Holderly, Kate Regnier, Dimitra V Travlos","doi":"10.1080/28338073.2026.2639199","DOIUrl":"10.1080/28338073.2026.2639199","url":null,"abstract":"<p><p>Interprofessional continuing education (IPCE) has become essential to advancing collaborative practice, improving patient outcomes, and achieving system-level changes in healthcare. As healthcare delivery evolves towards integrated, team-based models, accrediting bodies such as Joint Accreditation for Interprofessional Continuing Education^TM (Joint Accreditation) are redefining standards that promote learning developed by the team, for the team, across professions. This is a descriptive study of the advancement of Joint Accreditation, followed by a discussion of the impact of IPCE developed by providers that have achieved Joint Accreditation and the value of IPCE for patients, learners, and IPCE providers. The article concludes by describing next steps, as outlined in the Joint Accreditation strategic plan, to continue to evaluate and promote the value of IPCE. Through the inclusion of emerging health professions and community partners, strengthening of patient-centeredness in interprofessional learning, enhancing the measurement of outcomes to capture true team and system impact, and leveraging technology to support scalable and accessible learning models, Joint Accreditation and IPCE will continue to impact patients, learners, and our organisations for years to come.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2639199"},"PeriodicalIF":0.0,"publicationDate":"2026-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12951651/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147349207","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":"General Practitioner Engagement with Continuing Professional Development: A Scoping Review Protocol.","authors":"Lisa G Sullivan, Svetlana M King, Raechel A Damarell, Wendy Hu","doi":"10.1080/28338073.2026.2627055","DOIUrl":"10.1080/28338073.2026.2627055","url":null,"abstract":"<p><p>Continuing professional development (CPD) is a cornerstone of lifelong learning for general practitioners (GPs), encompassing both formal (e.g. courses, workshops) and informal (e.g. peer learning, self-directed) activities. While CPD is increasingly mandated through credit-based systems, concerns have emerged that such frameworks may encourage compliance-driven behaviour, limiting relevance to clinical practice and undermining professional autonomy. This scoping review will examine how GPs engage with CPD in terms of decision-making, motivation, and perceived value, and factors influencing their choice of CPD activities. This will be addressed through two sub-questions: (1) What personal, professional, contextual, organisational or systemic factors influence CPD choices? (2) What strategies do GPs use to identify, select, and prioritise CPD activities? A comprehensive systematic search will be conducted across MEDLINE (Ovid), Embase (Ovid), ERIC, Scopus, Informit, and APA PsycINFO, supplemented by grey literature from stakeholder organisations, conference websites, and structured Google searches. Eligible studies will include empirical research on GPs' CPD engagement in primary care settings within systems that mandate CPD participation. The review will follow JBI methodology and will be reported in accordance with PRISMA-ScR guidelines. By synthesising current evidence, the review seeks to inform the design of practitioner-centred CPD models that support reflective practice, lifelong learning, and improved patient care.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2627055"},"PeriodicalIF":0.0,"publicationDate":"2026-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12947283/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147328293","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":"Turbo Charge Your CME and CPD Operations Using Generative AI Tools.","authors":"Raja V Akunuru, Andrew Dodgson, Danielle D Milbauer, Anne Perch","doi":"10.1080/28338073.2025.2567103","DOIUrl":"https://doi.org/10.1080/28338073.2025.2567103","url":null,"abstract":"","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"15 1","pages":"2567103"},"PeriodicalIF":0.0,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12781951/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145953904","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":"Chatbot Underperformance in Biology and Image-Based Questions in Medical Education.","authors":"Joyce Santana Rizzi, Lorraine Silva Requena, Angelica Maria Bicudo, Pedro Tadao Hamamoto Filho, Renato Ferretti","doi":"10.1080/28338073.2025.2596550","DOIUrl":"10.1080/28338073.2025.2596550","url":null,"abstract":"<p><p>AI chatbots have demonstrated variable performances across biological disciplines in medical education, particularly in multiple-choice and image-based assessments. However, their performance in addressing discipline-specific and image-based questions in biology remains unexamined. This study evaluated the accuracy and reliability of chatbots in answering biological questions from the Progress Test, a medical assessment applied across ten universities. We conducted an observational cross-sectional study by inputting 180 questions into the chatbots and categorising them according to morphology, function, and aggression. Each question was assessed for correctness across multiple chatbot attempts, and logistic regression and hierarchical clustering were applied to identify performance patterns. Although the chatbots answered functional and morphological questions accurately (from 85% (Gemini) to 91.7% (ChatGPT-4)), their accuracy decreased significantly for questions involving biological aggression and visual content. The agreement between chatbot responses remained weak, and Co-pilot displayed the lowest concordance. Chatbot accuracy decreased significantly in aggression-related disciplines and image-based questions. Logistic regression confirmed that the presence of images reduced the odds of correct answers by up to 17.6% (ChatGPT-4). Hierarchical clustering distinguished the two distinct response patterns, further validating these findings. These results highlight the potential of chatbots in medical education while emphasising their limitations in handling image-based and aggression-related content.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"14 1","pages":"2596550"},"PeriodicalIF":0.0,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12679838/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145703259","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":"Civic Education as Community Capacity Building for Primary Care.","authors":"Rike Erlande, Bayu Prasetio","doi":"10.1080/28338073.2025.2593808","DOIUrl":"https://doi.org/10.1080/28338073.2025.2593808","url":null,"abstract":"","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"14 1","pages":"2593808"},"PeriodicalIF":0.0,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12646082/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145643784","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}