Journal of CME最新文献

{"title":"Paired or Pooled Analyses in Continuing Medical Education, Which One is Better?","authors":"Jessica H Robles,&nbsp;Kathleen J Harb,&nbsp;Sarah A Nisly","doi":"10.1080/28338073.2023.2217371","DOIUrl":"https://doi.org/10.1080/28338073.2023.2217371","url":null,"abstract":"<p><p>In data analyses, pairing participant responses is often thought to yield the purest results. However, ensuring all participants answer all questions can be challenging. Concerns exist that pooling all responses together may diminish the robustness of a statistical analysis, but the practical insights may still exist. Data from a live, in-person, continuing education series for health professionals was analysed. For each topic, identical questions were asked prior to the educational content (pre), immediately following the content (post), and on a rolling 4 to 6 week follow-up survey (follow-up). For each educational topic, responses were matched by participant for a paired analysis and aggregated for a pooled analysis. A paired analysis was done for matched responses on pre vs post and pre vs follow-up questions. A pooled analysis was done for the aggregate responses on pre vs post and pre vs follow-up questions. Responses from 55 questions were included in the analysis. In both the paired and pooled pre vs post analyses, all questions yielded a statistically significant improvement in correct responses. In the paired pre vs follow-up analysis, 59% (<i>n</i> = 33) of questions demonstrated a statistically significant improvement in correct responses, compared to 62% (<i>n</i> = 35) in the pooled pre vs follow-up analysis. Paired and pooled data yielded similar results at the immediate post-content and follow-up time periods.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/31/7b/ZJEC_12_2217371.PMC10228306.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10195649","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":"Evaluating the Impact of Continuing Medical Education in the Interdisciplinary Team: A Novel, Targeted Approach.","authors":"Billy Jenkins,&nbsp;Katrina Lester,&nbsp;Alex Nobel,&nbsp;Helen Such,&nbsp;Barbara Yawn,&nbsp;Alison Scott","doi":"10.1080/28338073.2022.2161730","DOIUrl":"https://doi.org/10.1080/28338073.2022.2161730","url":null,"abstract":"<p><p>In order to maximise the learning potential of medical education programmes aimed at interdisciplinary or multidisciplinary teams, it is important to understand how the effectiveness of these programmes can vary between healthcare professionals from different specialities. Measuring the impact of educational activities between specialities may facilitate the development of future interdisciplinary and multidisciplinary education programmes, yielding enhanced learner outcomes and, ultimately, improving outcomes for patients. In this analysis, we report on a new approach to measuring change in knowledge and competence among learners from different physician specialities. We did this by tailoring post-activity competency assessments to three specialities - primary care physicians, pulmonologists and immunologists caring for patients with severe asthma. Our findings revealed that primary care physicians had markedly improved knowledge, measured using assessment questions, compared with the other specialities after completing the activity. We also report on differences between these specialities in intention to change clinical practice, confidence in clinical practice, and remaining educational gaps. Understanding how different members of the interdisciplinary team have benefited from an educational activity is essential for designing future educational activities and targeting resources.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/07/20/ZJEC_12_2161730.PMC10031772.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9560629","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":"Addressing educational gaps through multidisciplinary team education in eosinophilic oesophagitis management.","authors":"Kathy Day,&nbsp;Albert J Bredenoord,&nbsp;Isabel Skypala,&nbsp;Jonathan Spergel,&nbsp;Katie Bickford,&nbsp;Alex Noble,&nbsp;Anne M Nunn","doi":"10.1080/28338073.2023.2230033","DOIUrl":"https://doi.org/10.1080/28338073.2023.2230033","url":null,"abstract":"<p><p>Once considered a rare disease, eosinophilic oesophagitis (EoE) is becoming increasingly prevalent, yet many healthcare professionals (HCPs) remain unfamiliar with the underlying pathophysiology and optimal management approaches. For this study, we developed a faculty-led, online, continuing medical education activity on EoE. The effectiveness of this activity was evaluated according to Moore's framework, with changes in knowledge and competence (Moore's Levels 3 and 4) assessed for a cohort of gastroenterologists, dietitians, allergists and immunologists (<i>N</i> = 300), using questionnaires completed before and after participation. Changes in HCP confidence in treating EoE were also reported and remaining educational gaps were identified. The activity was viewed by a global audience of 5,330 participants within 6 months, and significant improvements in knowledge and competence were reported following participation in the activity across all specialities, regions and experience (mean [standard deviation] score pre- versus post-activity: 4.32 [1.38] versus 5.46 [0.82]; <i>p</i> < 0.001). Confidence in treating EoE also increased from pre- to post-activity, with the proportion of participants reporting that they felt moderately or extremely confident increasing from 53% to 82%. Several educational unmet needs were identified, which can be used to inform the design of future educational activities in EoE.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/7a/07/ZJEC_12_2230033.PMC10327516.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10564368","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":"Faculty Development of CPD Teachers in Low-Resource Environments Post-COVID-19.","authors":"Heather Mack,&nbsp;Karl Golnik,&nbsp;Helena Prior Filipe","doi":"10.1080/28338073.2022.2161784","DOIUrl":"https://doi.org/10.1080/28338073.2022.2161784","url":null,"abstract":"The COVID-19 pandemic accelerated online faculty development (FD), particularly in under-resourced regions where travel by international teachers was curtailed. This promoted creation of virtual communities of practice (CoP) of clinical educators that are intended as hubs of education experience, enabling group mentoring, group facilitation and peer mentoring. We discuss our experiences in this environment, and concepts and structures to support post-COVID online FD. Ophthalmology FD in under-resourced regions has been traditionally performed by visiting international teachers, for example Training-The-Trainers programme in Africa [1]. In 2019, our group of international ophthalmologists with expertise in continuing medical education, volunteering with the International Council of Ophthalmology (ICO), created a 10-unit online FD programme [2–4]. This combined online learning with social constructivist [5] and experiential learning [6] paradigms and included virtual group-mentoring, opportunities to reflect and receive feedback, problem-solving exercises, and encouraged formation of a CoP. We sought to create a non-hierarchical, interactional learning space to mobilise knowledge and ultimately to prepare future knowledge mobilisers [7]. In 2019–2020, two cohorts of ten ophthalmologists’ educators working in teaching hospitals in sub-Saharan African countries (one English-speaking, one Lusophone) approached the ICO and undertook the programme which was devised for them, with the aim to improve their educational competence in surgical simulation. In brief, we found the learning experience was welcome, learning and competence improvement, and CoPs developed in the short term [3,4]. We assumed that faculty would transition seamlessly to online teaching. However, the need for faculty to develop skills in online teaching is now recognised, and structured courses are being designed, implemented and evaluated [8,9]. Kuntz et al. recently highlighted the usefulness of rapid iteration based on feedback as multi-week courses were developed in a just-in-time manner [10]. A key element of FD in under-resourced environments is “cascading” of skills from international trainers to a pyramid of locally based trainers capable of further cascading knowledge and teaching skills [1]. Prompted by the COVID-19 pandemic these cascading CoP [11,12] have rapidly transitioned to entirely online virtual CoP (VCoP) [13,14] of educators, including both our cohorts [3,4]. Extending the original definition of CoP, VCoP membership must include experts in CPD teaching, members must participate in collective learning, and social structures must be created within the community to assist in knowledge creation and sharing. VCoP is not limited to concepts; development of surgical simulators has enabled surgical skill transfer virtually [14]. Buckley recently reported FD bringing four dispersed medical faculty groups together online. She reported usefulness of a co-facilitator to “read ","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/18/43/ZJEC_12_2161784.PMC10031798.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9545591","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":"Editorial - New Journal Title.","authors":"Robin Stevenson","doi":"10.1080/28338073.2023.2202094","DOIUrl":"https://doi.org/10.1080/28338073.2023.2202094","url":null,"abstract":"","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/f5/86/ZJEC_12_2202094.PMC10120438.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9387051","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":"Development of a European Centre of Excellence (Coe) for Research in Continuing Professional Development (UPGRADE).","authors":"Catherine Fitzgerald,&nbsp;Giuseppe Aleo,&nbsp;Dyanne Affonso,&nbsp;Witold Orlik,&nbsp;Paulann Grech,&nbsp;Cristina García-Vivar,&nbsp;Nina Kilkku,&nbsp;Jane Wray,&nbsp;Aisling Culhane,&nbsp;Zoltán Balogh,&nbsp;Manuel Lillo-Crespo,&nbsp;Nigel Harrison,&nbsp;Mario Gazić,&nbsp;Thomas Kearns","doi":"10.1080/28338073.2022.2160092","DOIUrl":"https://doi.org/10.1080/28338073.2022.2160092","url":null,"abstract":"<p><p>The European Centre of Excellence (CoE) for Research in Continuing Professional Development (UPGRADE) is a pan-European network of researchers, clinicians, regulators, educators, and professional bodies, established in 2020 through a consensus group of experts, who defined its mission, vision, values, aims and objectives. The Centre's aim is to advance the science of Continuing Professional Development (CPD) for healthcare professionals through research and dissemination of best practices for CPD. Debate among UPGRADE partners and interchange of research data will yield best practices across countries to optimise quality CPD programmes. Collaboration, information exchange and communication among CPD experts will be facilitated through UPGRADE via an online Community of Inquiry (CoI). UPGRADE aims to evolve as a driving force network of academics and health professional leaders in research, education, professional regulation, and clinical practice whose collaborative work ensures quality and safe person-centred care. UPGRADE members are from 22 European countries, represented by strategic leaders in diverse sectors of health, policy, academia, and professional organisations. Three research-working groups constitute the pillars of UPGRADE, which addresses gaps in research, collect and create critical databases, and solidify the effectiveness of CPD.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/39/dd/ZJEC_12_2160092.PMC10031800.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9560631","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":"Outcomes and Observations of On-line CME Activities during the Pandemic.","authors":"Michela Fiuzzi","doi":"10.1080/28338073.2023.2167286","DOIUrl":"https://doi.org/10.1080/28338073.2023.2167286","url":null,"abstract":"<p><p>The COVID-19 pandemic created an environment where the majority of continuing medical education (CME) and continuing professional development (CPD) activities needed to be delivered digitally. Producing digital materials for 16 separate learning activities (four learning journeys for each of four topic areas) in 2021 provided challenges and raised points of interest and discussion for a small, Italy-based provider of CME and CPD. This study presents outcome metrics from four live, interactive webinars. A variety of promotional efforts, including the strategic use of social media, generated interest and participation; feedback from the European Accreditation Council for Continuing Medical Education standard questionnaire to participants provided rates of satisfaction; subject knowledge and self-reported competence was measured by responses to pre- and post-event and follow-up (after 3 months) questionnaires. Post-event analysis of processes prompted introspection on the learning journey outcomes and methods of analysis. This paper discusses these observations, including potential innovations for future activities (e.g. reconfiguring the e-learning platform to capture time spent on learning activities), and also discusses issues in learner behaviour that impact CME provision and evaluation.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/f2/d9/ZJEC_12_2167286.PMC10031771.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9560632","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 Impact of Multisource Feedback on Continuing Medical Education, Clinical Performance and Patient Experience: Innovation in a Child and Adolescent Mental Health Service.","authors":"Yasser Saeed Khan,&nbsp;Mohamed Adil Shah Khoodoruth,&nbsp;Adeel Ghaffar,&nbsp;Abdullatif Al Khal,&nbsp;Majid Alabdullah","doi":"10.1080/28338073.2023.2202834","DOIUrl":"https://doi.org/10.1080/28338073.2023.2202834","url":null,"abstract":"ABSTRACT This paper reiterates the importance of the role of multisource feedback (MSF) in continuing medical education/continuing professional development (CME/CPD) and its impact on doctors’ performance and patient experience globally. It summarises a unique initiative of robust utilisation of internationally recognised multisource feedback tools in an outpatient child and adolescent mental health service (CAMHS) in Qatar. The process involved the effective adoption and administering of the General Medical Council’s (GMC) self-assessment questionnaire (SQ), patient questionnaire (PQ), and colleague questionnaire (CQ) followed by the successful incorporation of these tools in CME/CPD. The original version of the PQ questionnaire and the instructions to the patient document were translated into Arabic through the blind back-translation technique. This initiative of introducing gold-standard MSF tools and processes into clinical practice, among other quality-improvement projects, has contributed to the improvement of service standards and doctors’ clinical practice. Patient satisfaction was measured through the annual patient experience analysis using the Experience of Service Questionnaire (ESQ) whereas changes in doctors’ performance were evaluated by comparing annual appraisal scores before and after implementation of this initiative. We have demonstrated that when MSF is obtained impartially and transparently using recognised and valid tools, it can improve patient experience and enhance doctors’ performance","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/46/0e/ZJEC_12_2202834.PMC10142306.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9398045","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 Outcomes are Much More Than Statistical Significance.","authors":"Katie Stringer Lucero,&nbsp;Donald E Moore","doi":"10.1080/28338073.2023.2236893","DOIUrl":"https://doi.org/10.1080/28338073.2023.2236893","url":null,"abstract":"Dear Editor, An article published by the Journal of CME in 2023 by Robles and colleagues [1] reports the results of an evaluation of a continuing education programme, a free live continuing education (CE) series of activities primarily for primary care advanced practice providers offered in 2019 by a medical education company (Practicing Clinicians Exchange) and discusses the potential value of pooled samples in comparison to paired samples in examination of percentage of correct responses preand post-continuing medical education (CME). The focus of the article is statistical significance and sample size. It is well known in the research literature that statistical significance alone is not sufficient to accept that a certain set of outcomes was the result of participation in a series of educational activities. Rather, it is now regarded as necessary to report effect size as well. The effect size is the magnitude of the difference between two groups, like the preand post-groups in this study [2–4]. Robles and colleagues [1] mention effect size but do not report it. We also would like to take a step back and challenge the field to think about preand post-assessment questions serving several purposes:","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/20/df/ZJEC_12_2236893.PMC10364558.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10546156","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":"Building Trust in Medical Use of Artificial Intelligence - The Swarm Learning Principle.","authors":"Joachim L Schultze","doi":"10.1080/28338073.2022.2162202","DOIUrl":"https://doi.org/10.1080/28338073.2022.2162202","url":null,"abstract":"<p><p>An avalanche of medical data is starting to be build up. With the digitalisation of medicine and novel approaches such as the omics technologies, we are conquering ever bigger data spaces to be used to describe pathophysiology of diseases, define biomarkers for diagnostic purposes or identify novel drug targets. Utilising this growing lake of medical data will only be possible, if we make use of machine learning, in particular artificial intelligence (AI)-based algorithms. While the technological developments and chances of the data and information sciences are enormous, the use of AI in medicine also bears challenges and many of the current information technologies (IT) do not follow established medical traditions of mentoring, learning together, sharing insights, while preserving patient's data privacy by patient physician privilege. Other challenges to the medical sector are demands from the scientific community such as \"Open Science\", \"Open Data\", \"Open Access\" principles. A major question to be solved is how to guide technological developments in the IT sector to serve well-established medical traditions and processes, yet allow medicine to benefit from the many advantages of state-of-the-art IT. Here, I provide the Swarm Learning (SL) principle as a conceptual framework designed to foster medical standards, processes and traditions. A major difference to current IT solutions is the inherent property of SL to appreciate and acknowledge existing regulations in medicine that have been proven beneficial for patients and medical personal alike for centuries.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/04/7d/ZJEC_12_2162202.PMC10031775.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9560626","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}