Journal of CME最新文献_第2页

FeverApp for Parents: A Multilingual and Socially Accountable Approach to Paediatric Fever Management in Germany 家长发烧应用程序：德国儿科发烧管理的多语言和社会责任方法

Journal of CME Pub Date : 2024-05-15 DOI: 10.1080/28338073.2024.2352940

Yvonne Beerenbrock, E. Jenetzky, David D. Martin

{"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}

引用次数: 0

Abu Dhabi’s Journey Towards Excellence in Continuing Medical Education 阿布扎比继续医学教育的卓越之旅

Journal of CME Pub Date : 2023-11-27 DOI: 10.1080/28338073.2023.2285381

Hatem Faraj Alameri, Graham T. McMahon, Fawzeia Hamad Al Jenaibi, Ahmed Mohamed Husseiny

{"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}

引用次数: 0

Comparison of Outcomes Between Professions Following an Interprofessional Continuing Education Program to Enhance Trauma Care for Children 跨专业继续教育计划后不同专业的成果比较，以加强对儿童的创伤护理

Journal of CME Pub Date : 2023-11-21 DOI: 10.1080/28338073.2023.2278925

MacKenzie Koester, Ariel Porto, Rosemary Motz, Reilly Orner, Maximillian Morris, Shelby Anderson-Badbade, Karen Ashley, May Oo

{"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}

引用次数: 0

Report on Proceedings of the Fifteenth Annual European CME Forum, Barcelona, Spain, November 2022 第十五届欧洲CME年度论坛会议报告，巴塞罗那，西班牙，2022年11月

Journal of CME Pub Date : 2023-11-12 DOI: 10.1080/28338073.2023.2274756

Ron Murray

{"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}

引用次数: 0

Including Patient Voices in Continuing Medical Education: One Provider's Experience. 将患者的声音纳入继续医学教育：一个提供者的经验。

Journal of CME Pub Date : 2023-11-05 eCollection Date: 2023-01-01 DOI: 10.1080/28338073.2023.2275504

Jennifer McKay, Emma Needham, Wendy Walsh

引用次数: 0

Continuing Education as a Contributor to Mitigating Physician Burnout. 继续教育是缓解医生倦怠的贡献者。

Journal of CME Pub Date : 2023-11-02 eCollection Date: 2023-01-01 DOI: 10.1080/28338073.2023.2272461

Reinhard Griebenow, Henrik Herrmann, Michel Smith, Mohamed Bassiouny, Arcadi Gual, Philip K T Li, Essam Elsayed, Robert D Schaefer, Siham Al Sinani, Graham T McMahon

引用次数: 0

Once Upon a Time There Was CME, and Then…"Expanding the Voices in CME-CPD". 从前有CME，然后…“扩大CME-CPD的声音”。

Journal of CME Pub Date : 2023-11-02 eCollection Date: 2023-01-01 DOI: 10.1080/28338073.2023.2270280

Helena Prior Filipe, Heather Gwen Mack

引用次数: 0

The Ongoing Challenges Faced by Providers of CME-CPD in Europe 欧洲CME-CPD提供者面临的持续挑战

Journal of CME Pub Date : 2023-10-29 DOI: 10.1080/28338073.2023.2272000

Monica Ghidinelli, Eugene Pozniak, Celeste Kolanko, Sophie Wilson

引用次数: 0

A Framework for Engaging Healthcare Professional Trainees as Continuing Education Activity Planners and Speakers. 聘请医疗保健专业实习生作为继续教育活动策划人和发言人的框架。

Journal of CME Pub Date : 2023-10-23 eCollection Date: 2023-01-01 DOI: 10.1080/28338073.2023.2270279

Mary Barna Bridgeman, Paul Weber, Michael Toscani, Carolyn Seyss, Joseph A Barone, Jimmy Gonzalez

{"title":"A Framework for Engaging Healthcare Professional Trainees as Continuing Education Activity Planners and Speakers.","authors":"Mary Barna Bridgeman, Paul Weber, Michael Toscani, Carolyn Seyss, Joseph A Barone, Jimmy Gonzalez","doi":"10.1080/28338073.2023.2270279","DOIUrl":"10.1080/28338073.2023.2270279","url":null,"abstract":"<p><p>Health professional education and post-graduate training programs, including residencies, fellowships, and other post-graduate training experiences, may encourage or require trainee participation in continuing education (CE) activity planning and development. Providers of CE should ensure appropriate mentorship and faculty guidance during development of the activity and provide direction on the expectations of adult learning principles (e.g. identification of an educational gap; development of measurable learning objectives; inclusion of independent, balanced, and evidenced-based content; use of active learning techniques; and incorporation of learning assessment methods). Nonetheless, there is no established best practice or approach for how CE providers should ensure trainees are prepared to serve as CE activity faculty. New practitioners provided with an opportunity to participate may be unsure of where to begin and may be hesitant to engage in this new activity. In this manuscript, authors delineate key principles to incorporate when introducing trainees to CE activity development and share outcomes associated with a comparison of trainee- vs. faculty-developed and delivered CE.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/3a/82/ZJEC_12_2270279.PMC10595376.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50164020","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}

引用次数: 0

Stakeholder Involvement in Lifelong Learning: Lessons Learnt from Various Countries and Approaches to Recertification and CPD. 利益相关者参与终身学习:各国的经验教训以及重新认证和持续专业进修的方法。

Journal of CME Pub Date : 2023-10-20 eCollection Date: 2023-01-01 DOI: 10.1080/28338073.2023.2269073

Louise M Allen, Carolin Sehlbach

引用次数: 0