Journal of CME最新文献

{"title":"Key Strategies for Sustaining an Interprofessional Continuing Education Program.","authors":"Steven Kawczak, Amanda Hall, Bethany Frampton, Molly Mooney, Anthony P Fernandez","doi":"10.1080/28338073.2025.2583594","DOIUrl":"10.1080/28338073.2025.2583594","url":null,"abstract":"<p><p>Interprofessional teamwork is critical for effective care of patients in the current healthcare environment. Continuing Education providers are best positioned to teach healthcare professionals about interprofessional teamwork and the need to shift their programs from single-profession-based to interprofessional-based continuing education. Joint Accreditation for Interprofessional Continuing Education incentivises continuing education providers to plan and deliver education \"by the team, for the team\" with the goal of improving healthcare outcomes through integrated learning. This brief report assesses a single, large academic medical centre's sustainment and growth of interprofessional continuing education after implementing Joint Accreditation. Here, we share relevant data and program reviews for a four-year period after shifting from a continuing education to an interprofessional continuing education program and discuss the numerous practical strategies that can help education programs prepare for and sustain interprofessional goals to ensure teamwork advances and support better delivery of care. Our analyses support that interprofessional continuing education can be advanced and sustained through effective, regular program reviews that systematically reflect on interprofessional continuing education activity data and stimulate ongoing prioritisation. Key strategies that we believe contributed to our success include integrating interprofessional continuing education in an organisation's culture by maintaining its strategic priority and visibility among organisation leaders and stakeholders, adaptation of planning processes and education design, and utilising technology. Implementing some or all of these strategies may help other continuing education providers implement and sustain interprofessional continuing education programs.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"14 1","pages":"2583594"},"PeriodicalIF":0.0,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12599343/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145496232","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":"Accredited Continuing Medical Education Delivers: Evidence of Value, Trust, and Impact Across the Healthcare System.","authors":"Graham T McMahon","doi":"10.1080/28338073.2025.2584927","DOIUrl":"10.1080/28338073.2025.2584927","url":null,"abstract":"<p><p>Accredited continuing medical education and continuing professional development (CME/CPD) form one of the world's most extensive systems for improving healthcare quality, safety, and efficiency. In the United States, some 1,550 accredited providers deliver over 230,000 educational activities each year under the oversight of the Accreditation Council for Continuing Medical Education (ACCME). Drawing on recent ACCME data, findings from the 2025 CPD/CE Workforce Survey, and outcomes from the Menu of Criteria for Accreditation with Commendation, this article presents evidence that accredited CME/CPD delivers measurable value for clinicians, organizations, and populations. Beyond enhancing knowledge and skills, accredited CME/CPD improves clinician performance, strengthens interprofessional teamwork, advances adoption of new science, and supports organizational goals for quality, safety, and cost-effectiveness. Accredited CME/CPD operates through deliberate instructional design, continuous outcomes measurement, and a professional workforce that integrates learning with improvement. When empowered by institutional leadership, CME/CPD professionals become strategic partners in achieving system-wide change. Accreditation standards ensure independence from commercial influence and foster public trust in the integrity of medical education. Programs recognized with commendation demonstrate quantifiable improvements in healthcare quality, patient outcomes, and community health. Far from a compliance requirement, accredited CME/CPD represents an ethical, scalable infrastructure that translates evidence into practice and sustains improvement across the healthcare system. By investing in accredited education, leaders reinforce workforce capability, teamwork, and patient safety - demonstrating that education, when structured and protected by accreditation, is a central driver of healthcare value and trust.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"14 1","pages":"2584927"},"PeriodicalIF":0.0,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12587789/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145460857","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":"Outreach to Outcomes: Advancing HIV Care in Priority Populations.","authors":"Lesley Simon, Rachel Deerr, Tabitha Washington, Tara Walker, Stan Pogroszewski, Dean Beals","doi":"10.1080/28338073.2025.2582394","DOIUrl":"10.1080/28338073.2025.2582394","url":null,"abstract":"<p><p>The US HIV epidemic disproportionately affects historically marginalised groups, particularly Black individuals in the Southern states. The national \"Ending the HIV Epidemic\" (EHE) initiative was established in 2019 to reduce HIV infections in priority populations. Systemic barriers such as social stigma, economic hardship, and limited healthcare access contribute to higher HIV incidence and worse outcomes, requiring a multidimensional response beyond clinician education alone. To address this, we developed and implemented five community-engaged programmes in priority jurisdictions, leveraging culturally safe and familiar community venues, such as Black-owned barbershops and Black faith-based organisations. Our programmes used a multidimensional educational strategy: first, for clinicians, focusing on critical gaps such as HIV and PrEP disparities, cultural humility, and rapid ART initiation; second, for trusted community partners, including barbers, peer counsellors, and clergy; and third, for clients, providing educational materials and fostering conversations in multiple languages. A central and vital component of the initiative was providing onsite health education, client incentives, and screenings for HIV alongside other conditions (e.g., hypertension and diabetes) at community events, with an approach designed to mitigate stigma and access barriers by bringing services directly where people live and gather. Across five programmes, 804 HIV screenings were conducted. Over 1,650 clinicians were educated, with demonstrated improvements in knowledge, competence, and confidence regarding HIV and PrEP disparities, cultural humility, and HIV management. The investment of partners (e.g., clergy and barbers) was instrumental in recruiting and educating communities, bridging persistent gaps, and addressing systemic mistrust towards the medical establishment. In conclusion, programmes that incorporate client, clinician, and trusted partner education along with client incentives are valuable strategies to promote HIV testing and treatment in priority populations in priority jurisdictions.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"14 1","pages":"2582394"},"PeriodicalIF":0.0,"publicationDate":"2025-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12581764/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145446716","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 Integrated Interprofessional Continuing Medical Education and Quality Improvement Initiative to Address Cardiovascular and Renal Risk in Patients with Type 2 Diabetes in Community-Based Primary Care Practices.","authors":"Patrice Lazure, Kevin M Pantalone, Bethany Frampton, Steven Kawczak, Suzanne Murray, Pratibha Pr Rao, Vinni Makin","doi":"10.1080/28338073.2025.2571295","DOIUrl":"10.1080/28338073.2025.2571295","url":null,"abstract":"<p><p>A Quality Improvement and Continuing Medical Education intervention (QICMEi) was developed to improve competencies and performance of interprofessional primary care providers (PCPs), as well as patient care outcomes for individuals with type 2 diabetes with, or at risk of cardiovascular or chronic kidney disease that could benefit from SGLT-2i/GLP-1RA treatment. The QICMEi was implemented at two community-based family health centres within an integrated delivery system. The intervention was based on an analysis of treatment patterns using electronic health records (EHR) and evaluation and outcomes were assessed on from surveys and interviews from learners and EHR data. Healthcare teams were recruited, pre-intervention treatment patterns were reviewed to establish quality of care goals, education intervention needs and to guide HCP team discussions and QI goals. Community centre site leaders directed the CME, led case-based team QI discussions, developed process improvements with QI coaches and patient education materials explaining treatments were developed to improve adherence. PCPs' knowledge, competence and performance in interpreting and applying best-practices in treatment selection increased, while perceived challenges (managing side effects of intensified therapy, identifying SGLT-2i/GLP-1RAs-eligible profiles) decreased post-intervention. EHR data across a large patient volume showed slight but non-clinically significant changes in SGLT-2i/GLP-1RAs prescription patterns. Significance was likely hindered due to high baseline prescribing levels and contextual challenges in the delivery system (e.g. insurance authorisations, medication costs). Results indicated enhanced communication with patients, and sustained utilisation of patient materials/EHR tools. The QICMEi advanced participant knowledge, improved performance and teamwork, enhanced the system of care, exposed barriers and facilitated the adoption of materials for patient education. It demonstrated the value of CME's role in improving care while identifying the complexities in addressing and sustaining community-level patient care goals. This underscores the need for further research into QICMEi in systems of care to ultimately change provider treatment patterns.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"14 1","pages":"2571295"},"PeriodicalIF":0.0,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12523461/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145310203","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":"It is Time to Include Cost-Effectiveness in CME Outcomes Measurement.","authors":"Derek T Dietze, Jeff Frimpter","doi":"10.1080/28338073.2025.2565919","DOIUrl":"10.1080/28338073.2025.2565919","url":null,"abstract":"<p><p>Our profession has an established reputation for advancing clinical knowledge, professional growth, and patient care, and we continue to share and refine best practices. One important aspect of value has received little attention - whether educational resources are used as efficiently as possible to achieve meaningful outcomes. This paper builds on a recent systematic review of the literature which found that only a small fraction of the CME professional literature measures or even mentions costs or concepts related to cost-effectiveness. This paper offers insights into how the field has been hesitant to explore cost-effectiveness, including realistic challenges related to data access and analysis, complexity, and perceived misalignment with the educational mission. This paper also highlights real opportunities and practical steps to consider cost-effectiveness in CE/CME in a way that mitigates risk while maximising learning. By looking at cost alongside traditional educational outcomes, providers may better demonstrate the full value of our work. Evaluating cost-effectiveness is not about turning education into a financial exercise. It is about showing that the precious resources available to CE/CME are allocated as wisely as possible to improve patient care. This perspective can help CME providers take a proactive leadership role in demonstrating an entirely new dimension of educational value in an environment increasingly focused on value.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"14 1","pages":"2565919"},"PeriodicalIF":0.0,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12477767/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145202207","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":"\"To Step Outside the Limits of Our Work\": Physician Perspectives on Arts-Based Approaches in Continuing Medical Education.","authors":"Kamna S Balhara, Korie Zink, Elizabeth Fitzsousa, Margaret S Chisolm","doi":"10.1080/28338073.2025.2560265","DOIUrl":"10.1080/28338073.2025.2560265","url":null,"abstract":"<p><p>The arts and humanities (A&H) have been identified as essential across the continuum of medical education, and have been integrated across a variety of settings for learners in undergraduate and graduate medical education. Despite the possible benefits of A&H-based education for practicing physicians, and the increasing demand for medical education faculty to provide such content to their learners, A&H programming in continuing medical education (CME) remains limited, and less is known about the feasibility, acceptability, and potential impacts of such interventions in CME. This study describes physicians' perceptions of the value and impact of an art-based CME intervention. Four stand-alone CME sessions using pedagogy from the visual arts were conducted over Zoom. A mixed-methods approach (post-session surveys, thematic analysis of focus groups) was applied to assess perceptions of relevance and role of arts in CME, and potential mechanisms for impact. Sixty physicians (North America, Europe, and Asia) registered for at least one session. 100% of survey respondents (<i>n</i> = 35) supported continued integration of arts-based approaches in CME. Over 90% found it relevant to their clinical practice, their roles as educators and their well-being. Participants highlighted how unique aspects of arts-based education facilitated positive impacts on clinical skills, openness to new perspectives and renewal and joy, but noted its \"nontraditional\" aspects as potential barriers. This study suggests that, while unfamiliarity and scepticism may inhibit use of A&H in CME, physicians may view arts-based CME as a unique way to enhance clinical skills and critical thinking while supporting well-being and a growth mindset amongst established educators.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"14 1","pages":"2560265"},"PeriodicalIF":0.0,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12477774/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145202251","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":"Impact of Web-Based Medical Education on Rhythm Control in Atrial Fibrillation: Retrospective Case-Control Analysis.","authors":"Margaret Harris, Katie S Lucero, Nicholas Sidorovich, Sarah Bomba","doi":"10.1080/28338073.2025.2560266","DOIUrl":"10.1080/28338073.2025.2560266","url":null,"abstract":"<p><p>Antiarrhythmic drug (AAD) therapy remains underutilised in patients with atrial fibrillation (AF), despite guideline recommendations. Web-based continuing medical education (CME) may improve clinician knowledge and performance, buteffect on real-world practice is less clear. This study evaluated the impact of CME on knowledge, competence, and confidence in rhythm control with AADs, and assessed real-world AAD use among cardiologists, internal medicine (IM), and general practitioners (GP). The study included two phases. Phase 1 assessed CME outcomes in a pre/post study of 207 US physicians. Phase 2 examined practice patterns through a retrospective, matched comparison of 501 physicians with claims data. Phase 1 demonstrated a 22% improvement in guideline-based AAD knowledge (59% vs 72%, <i>p</i> < .001), a 57% increase in competence tailoring rhythm control strategies (30% vs 47%, <i>p</i> < .001), and a 79% increase in confidence with AAD therapy (19% vs 34%, <i>p</i> < .001). In Phase 2, the intervention group had a 3.20% increase in AAD use compared with 1.71% increase in the comparison group, with 6% more patients receiving AADs post-education. Web-based CME on guideline-based AAD selection improved physician knowledge, competence, and confidence, and increased real-world AAD utilisation.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"14 1","pages":"2560266"},"PeriodicalIF":0.0,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12439809/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082686","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":"Exploring the Integration of Patient Perspectives in Surgeon Education: Awareness, Engagement and Barriers to Implementation.","authors":"Hazal Fiskeci Vardar, Manoj Khatri, Claire Thornber, Kokeb Andenmatten, Jane Thorley Wiedler, Monica Ghidinelli","doi":"10.1080/28338073.2025.2552555","DOIUrl":"10.1080/28338073.2025.2552555","url":null,"abstract":"<p><p>Integrating patient perspectives in medical education is increasingly recognised as critical for patient-centred care. However, many continuing professional development (CPD) programmes - particularly in surgical education - lack a structured approach to involve the patient perspective. This study explored faculty awareness, exposure, engagement and perceived barriers to integrating patient perspectives in surgeon education. We conducted an initial interview with a surgeon educator and a patient advocate to promote awareness and inform the design of an online questionnaire to be distributed to surgeon faculty. The questionnaire assessed familiarity with patient inclusion in education, frequency of involvement in educational activities, collaboration with patient organisations and perceived importance and barriers. We received 68 responses from surgeon faculty across 32 countries. While 77.7% were familiar with the concept of patient inclusion, only 54.4% had attended education that included patient perspectives in the past 5 years and 44.1% had involved patients in designing or delivering education. The most cited barriers for patient inclusion were lack of awareness (64.7%), institutional culture (45.6%), time constraints (42.7%), and concerns about liability or ethics (36.8%). Despite perception of low current levels of integration by 85.3% of respondents, the overall importance of incorporating the patient perspective in surgical education was rated high (average 3.57/5). Suggestions for improvement included partnerships with advocacy groups, use of patient stories, and involving patients in curriculum development. We can conclude that faculty recognise the value of integrating patient perspectives in surgical education, but practical implementation in CPD remains limited. Addressing cultural, ethical and institutional barriers and promoting collaboration with patient organisations may support more meaningful and sustained integration of patient perspectives in surgical education.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"14 1","pages":"2552555"},"PeriodicalIF":0.0,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12409885/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145016829","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 Alliance for Continuing Education in the Health Professions' Position on Artificial Intelligence in CPD.","authors":"Andrew Crim, R Michelle Skidmore, Andrew D Bowser, Nuria W Negrao, Amy Edouar, Bhaval Shah, Brian McGowan, David Mullins, Gregory D Salinas, Jasleen K Chahal, Betsy Woodall, Pam McFadden, Marie Judkins, Kathleen Weis","doi":"10.1080/28338073.2025.2545647","DOIUrl":"10.1080/28338073.2025.2545647","url":null,"abstract":"<p><p>The rapid advancement of artificial intelligence (AI) technologies has profound implications for continuing professional development (CPD) in healthcare. Recognising the need for guidance in this evolving landscape, the Alliance for Continuing Education in the Health Professions (the Alliance), a global association of CPD professionals and stakeholders who share and implement best practices across healthcare settings and professions, has developed a position statement on the ethical use of AI in CPD. This article outlines the process of creating this statement, its key principles, and the rationale behind its development. The statement, developed through a collaborative effort involving an AI task force and the Alliance board of directors, provides a framework for CPD professionals to navigate the integration of AI technologies responsibly. The position statement emphasises appropriate utilisation, privacy protection, transparence, compliance, human oversight, bias elimination, accessibility enhancement, and ongoing education about AI. As the field continues to evolve, this position statement serves as a crucial starting point for ensuring that AI's potential in healthcare education is harnessed ethically and effectively. <b>Use of Artificial Intelligence:</b> Generative artificial intelligence was used in the development of this article. Claude and ChatGPT were used for general editing of the initial article draft. Napkin.ai was used to create images.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"14 1","pages":"2545647"},"PeriodicalIF":0.0,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12355672/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144877153","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":"Does Education Design Matter? Evaluating an Evidence-Based Continuing Education Intervention on Genomic Testing for Primary Care; a Pre-Test Post-Test Study.","authors":"Sharon Mitchell, Felix M Schmitz, Janusz Janczukowicz, Ann-Lea Buzzi, Noëlle Haas, Tanja Hitzblech, Julia Wagenfuehr, Idris Guessous, Sissel Guttormsen","doi":"10.1080/28338073.2025.2526234","DOIUrl":"10.1080/28338073.2025.2526234","url":null,"abstract":"<p><strong>Background: </strong>: Quality continuing education (CE) interventions should be effective, fit-for-purpose, and flexible for healthcare professionals. However, variability in the quality of reported interventions limits their impact. Education providers must ensure well-designed learning experiences to maximise efficiency and relevance. This study details the systematic design of a genomic testing learning intervention, incorporating practical exercises and aligning with educational principles to evaluate its impact on knowledge acquisition, self-efficacy, and skills performance.</p><p><strong>Methods: </strong>: The intervention, conducted in a skills laboratory in Bern, Switzerland, included an interactive online learning module based on learning science principles. Participants engaged in simulated patient (SP) encounters to apply their skills, followed by an informal debriefing session with SPs and content experts. A pre-test post-test study design measured applied knowledge (patient scenario test), self-efficacy (confidence ratings), and skills performance (SP assessments). Wilcoxon tests assessed improvements, Mann-Whitney U tests identified group differences, and Pearson's r calculated effect sizes.</p><p><strong>Results: </strong>: Sixteen participants enrolled, including general practitioners (<i>n</i> = 8) and 4th year medical students (<i>n</i> = 8). In total, the balance of female/male participants was 9(=female)/7(=male), with an overall age of <i>M</i> = 35.9. After the intervention, participants had significantly higher applied knowledge scores (<i>W</i> = 98, |<i>z</i>| = 2.89, <i>p</i> = .004; <i>r</i> = .72), self-reported significantly higher confidence in genomic testing skills (<i>W</i> = 134, |<i>z</i>| = 3.41, <i>p</i> < .001; <i>r</i> = 0.85) and had significantly higher skills performance scores (<i>W</i> = 107, |<i>z</i>| = 2.02, <i>p</i> = .044; <i>r</i> = .50).</p><p><strong>Conclusion: </strong>: A well-designed learning intervention in genomic testing significantly improved applied knowledge, self-efficacy and skills performance in primary care. These findings underscore the importance of structured CE programmes, highlighting instructional design as a key factor in optimising learning outcomes.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"14 1","pages":"2526234"},"PeriodicalIF":0.0,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12281646/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144692632","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}