Journal of CME最新文献

{"title":"Learning from and with Patients: The Role of Culture.","authors":"Ayesha Younas, Subha Ramani, Herman E Popeijus, Marjan Govaerts","doi":"10.1080/28338073.2023.2259757","DOIUrl":"10.1080/28338073.2023.2259757","url":null,"abstract":"Department of Medical and Dental Education, Shifa College of Dentistry, Shifa Tameer-e-Millat University, Islamabad, Pakistan; Department of Medicine and Brigham Education Institute, Brigham and Women’s Hospital Medicine, Harvard Medical School, Boston, MA, USA; NUTRIM School of Nutrition and Translational Research in Metabolism, Department of Nutrition and Movement Sciences, Maastricht University, Maastricht, MD, The Netherlands; Department of Educational Development and Research, School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"12 1","pages":"2259757"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/c7/cd/ZJEC_12_2259757.PMC10547442.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41144092","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":"CPD providers can positively impact practice by better understanding how APNs are educated, licenced, and certified.","authors":"DeeAnn Davidson-Corbett, Cherith Godwin, Heidi McNeely, Jeffery Ramirez, Justin Smith","doi":"10.1080/28338073.2022.2160531","DOIUrl":"10.1080/28338073.2022.2160531","url":null,"abstract":"<p><p>Advanced practice nurses (APNs) care for various patient populations in a wide variety of settings. The four types of APNs in the USA (certified nurse practitioner, clinical nurse specialist, certified nurse-midwife, and certified registered nurse anaesthetist) have differences and commonalities related to education, licensure, and certification. Care provided by APNs has been demonstrated to be of high quality, and APNs are active and engaged participants in continuing professional development (CPD) as CPD is required to maintain licensure and board certification. APNs also frequently function as clinical and academic faculty.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"12 1","pages":"2160531"},"PeriodicalIF":0.0,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/34/fc/ZJEC_12_2160531.PMC10031797.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9545589","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":"Incentivising Higher Level Outcome Achievement in Continuing Education: Five-Year Experience from the ACCME Commendation Criteria.","authors":"Graham T McMahon","doi":"10.1080/21614083.2022.2141937","DOIUrl":"https://doi.org/10.1080/21614083.2022.2141937","url":null,"abstract":"ABSTRACT The Accreditation Council for Continuing Medical Education (ACCME®) Menu of Criteria for Commendation was created to incentivise a variety of behaviours and outcomes from accredited providers. ACCME analysed data from among the 1,053 accreditation decisions made between November 2017 and March 2022, of which 122 had applied for commendation. Accredited providers plan for higher level outcomes in their activities at an increasing rate over the past five years. Since 2017, 49 (40%) of the 122 organisations that applied for commendation under ACCME’s new Menu of Criteria for Commendation were awarded this distinction. Of the organisations applying for commendation, 62%, 48% and 31% sought commendation using the “performance”, “quality” and “community health” criteria, respectively. The success rate for each of these criteria was 78%, 68% and 66% respectively. Accreditation incentives can change the performance of educational providers and augment the quality and efficacy of continuing education.","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"12 1","pages":"2141937"},"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/a1/74/ZJEC_12_2141937.PMC9665099.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9556230","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":"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":"12 1","pages":"2217371"},"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":"12 1","pages":"2161730"},"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":"12 1","pages":"2230033"},"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":"12 1","pages":"2161784"},"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":"12 1","pages":"2202094"},"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":"12 1","pages":"2160092"},"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":"12 1","pages":"2167286"},"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}