Journal of CMEPub Date : 2023-01-01DOI: 10.1080/28338073.2023.2205259
Ron Murray
{"title":"Report on the Peter Mills Honorary Symposium, <i>Future of E-Learning in Continuing Professional Development (CPD)</i> Presented Online in January 2023 by the European Cardiology Section Foundation (ECSF®).","authors":"Ron Murray","doi":"10.1080/28338073.2023.2205259","DOIUrl":"https://doi.org/10.1080/28338073.2023.2205259","url":null,"abstract":"<p><p>In a tribute to eminent British cardiologist Dr Peter Mills, and one of its long-serving Board members, the European Cardiology Section Foundation (ECSF) presented this symposium in a virtual format,moderated by independent CME/CPD professional Fabiola de Andrade and Reinhard Griebenow, Chairman of the Board of ECSF. The symposium was designed to consider the ongoing ramifications of the COVID-19 pandemic and its lsting influence on the way that CME/CPD activities are now being delivered. Presenters from Germany and the United States discussed recent developments in the working environment of healthcare professionals, various aspects of the regulatory and legal issues associated with rapidly changing educational formats such as e-learning, and the enforced move towards more self-directed learning. Key design principles of effective e-learning were also prsented, and examples ofsuccessful micro-e-learning with measured outcomes were provided. In a final discussion period,participants highlighted several concerns such as the integration of this emerging format into different accreditation systems. The main area of concern in this case was thatsuch systems may not yet be fully harmonised. The symposium provided a useful framework for further discussion of how educational activities in CME/CPD could and possibly should, be designed and implemented in the \"new normal\" of hybrid and e-learning modalities.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"12 1","pages":"2205259"},"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/9e/36/ZJEC_12_2205259.PMC10132227.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9398046","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}
Journal of CMEPub Date : 2023-01-01DOI: 10.1080/28338073.2023.2192378
Marco Antonio de Carvalho Filho, Carolin Sehlbach, Andrés Martin
{"title":"Co-Constructive Patient Simulation as an Experiential Tool for Continuing Professional Development in Healthcare.","authors":"Marco Antonio de Carvalho Filho, Carolin Sehlbach, Andrés Martin","doi":"10.1080/28338073.2023.2192378","DOIUrl":"https://doi.org/10.1080/28338073.2023.2192378","url":null,"abstract":"<p><p>In this commentary, we examine how to use the recently developed educational method called Co-constructive Patient Simulation (CCPS) to improve continuous professional development in healthcare. CCPS invites learners to participate in the creation of meaningful simulated scenarios while fostering reflection-in/on/for-action and community-building. By participating in the creation of the simulated scenarios, learners guarantee that the challenges addressed by the learning activities are aligned with their developmental stages and needs. Additionally, as learners may invite supervisors to take the \"hot seat\" during the simulation session, the CCPS approach allows learners to witness how supervisors would handle situations perceived as challenging. This exchange of roles creates an opportunity for camaraderie, as supervisors expose themselves and assume a vulnerable position. This camaraderie facilitates educational bonding and community building. As a result, in this participatory and co-creative approach to simulation, experts become the facilitators of a learner-centred activity, which increases motivation and allows tailored and contextualised learning. This co-constructive approach to simulation adds to the repertoire of more traditional CPD strategies by fostering spontaneity and authenticity. It integrates learning opportunities in clinical practice, amplifies learner's critical reflection and autonomy, and harnesses real-life challenges to offer meaningful solutions to lifelong learning. The democratic environment optimised by experts joining the activity and sharing their vulnerabilities with trainees further catalyzes the creation of a community for teaching, learning, and shared development.</p>","PeriodicalId":73675,"journal":{"name":"Journal of CME","volume":"12 1","pages":"2192378"},"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/6f/88/ZJEC_12_2192378.PMC10062229.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9594394","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}