Journal of European CME最新文献

{"title":"EFPIA Guideline on a Quality Framework of Principles in Lifelong Learning in Healthcare","authors":"Eva Hofstädter-Thalmann, D. Largier","doi":"10.1080/21614083.2022.2068216","DOIUrl":"https://doi.org/10.1080/21614083.2022.2068216","url":null,"abstract":"To the Editor, Lifelong Learning (LL) is defined by the European Commission as all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences[1]. For healthcare professionals LL is essential for the provision of an optimal standard of patient care. Lifelong Learning in Healthcare (LLH) in Europe includes a variety of educational forms, Continuing Professional Development (CPD) including Independent Medical Education (IME), with or without formal accreditation, as well as non-accredited medical education activities offered by a variety of education providers and according to different national regulations. Some activities are either lead or funded by the pharmaceutical industry. This involvement of industry in medical education has been described in a detailed analysis[2]. The pharmaceutical industry has a longstanding commitment to engaging and innovating in LLH, partly to provide evidence to ensure its innovations are used safely and in the appropriate patient populations, but also due to its large geographical footprint to support or provide learning opportunities for healthcare professionals (HCPs) in countries with relatively limited access to LLH offerings. In addition, the pharmaceutical industry is frequently at the forefront of clinical research in association with academic investigators and supports the translation of scientific advancements into clinical practice. As the approach to LLH was not fully aligned across the pharmaceutical industry, and to ensure that the quality and conduct of industry funded or led LLH activities are appropriate, Article 16 of the EFPIA Code was published to ensure that LLH activities are distinct from promotional activities [3]. In addition EFPIA created a working group of industry specialists, and representatives from national associations who have produced a guideline for member companies to align on quality criteria[4]. Furthermore, to ensure a broadly-based input into the LLH quality guideline, external stakeholders, representing medical societies, academia, healthcare professionals, and patient organisations were invited to provide feedback on the industry LLH guideline during an Advisory Round Table meeting in 2020. The principles of ethical, transparent and responsible engagement, quality content and robust processes incorporated in the guideline have been well accepted also by other organisations[5] and are regarded as having relevance to all learning activities. By ensuring promotional activities are separate from LLH and introducing the quality guideline for EFPIA member funded or led LLH activities, it is expected that the greater transparency of industry LLH activities will ensure an aligned quality approach. The purpose of this recently published document is to provide further guidance for industry for the implementation of Article 16 of the EFPIA Code. The guideline must be read with the requirements and spirit of the Code in mind and applied in ","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"158 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41274822","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}

{"title":"Vive la Différence: A Comparison of CPD Quality Assurance Systems in France and The United States","authors":"A. Depaigne-Loth, Laure Poirat, Jean-Philippe Natali, Michèle Lenoir-Salfati, Kate Regnier, Graham McMahon, Tamar Hosansky","doi":"10.1080/21614083.2022.2068215","DOIUrl":"https://doi.org/10.1080/21614083.2022.2068215","url":null,"abstract":"ABSTRACT Offering relevant, evidence based continuing professional development (CPD) to ensure the continued competence of health professionals is a universal concern. This concern will become even more crucial in a world facing global health threats and in a context of internationalisation of learning environments. While accrediting systems (i.e. external quality assurance systems for CPD) share a common goal to promote high quality CPD, each system is shaped by national history and contexts. An international movement is working to enhance the convergence of accrediting principles and processes. One of the first steps is to know and understand each other. This article serves this goal by offering a descriptive comparison of two seemingly different CPD quality assurance systems – in France and in the USA of America. The descriptions were developed by members of the accrediting bodies in both countries. The main finding of this descriptive study is that, despite stark differences in historical contexts and governance schemes, both regulators share principles of quality and independence of CPD and have endorsed a leadership role in promoting effective strategies, including interprofessional continuing education and practices. The commonalities of goals and values revealed in the study support the efforts of the International Academy for CPD Accreditation related to the globalisation of both health issues and learning environments.","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45433844","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}

{"title":"Meeting the Future: How CME Portfolios Must Change in the Post-COVID Era","authors":"J. Sibley","doi":"10.1080/21614083.2022.2058452","DOIUrl":"https://doi.org/10.1080/21614083.2022.2058452","url":null,"abstract":"ABSTRACT The COVID pandemic hastened the urgency for continuing medical education providers to offer digitised learning options in their portfolios. Although digitisation offers a wealth of potential benefits for delivering CME, including individualised learning paths as well as convenience and ease of access, challenges also remain. The American College of Cardiology (ACC) digitised much of its CME portfolio, including converting several in-person courses to virtual formats, providing self-study programs and products for asynchronous review of focused clinical topics, and delivering its Annual Scientific Session and Expo virtually two consecutive years. The ACC is using data collected from these recent experiences to rebuild its digitally transformed CME portfolio, focusing on unique learning strategies that offer a global healthcare professional community access to high quality digitised continuing education.","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45354810","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}

{"title":"The European Examination in Core Cardiology in Focus: Evaluation and Recommendations Using Educational Theory","authors":"Enhui Yong, K. Manoharan, David G. Gent","doi":"10.1080/21614083.2022.2055266","DOIUrl":"https://doi.org/10.1080/21614083.2022.2055266","url":null,"abstract":"ABSTRACT The European Examination in Core Cardiology (EECC) is a knowledge-based postgraduate examination for cardiology specialists in Europe. It is designed to assess if a trainee has gained sufficient knowledge for independent specialist practice in core cardiology. A critical evaluation of the ECCC was undertaken using current educational theory. Miller’s Pyramid was considered, and the Utility Equation was employed in a mixed methods approach. The utility analysis findings were that the EECC measured well on reliability and validity although improvement could be made in educational impact, cost-effectiveness and accessibility. Recommendations for enhancement were then put forward. No assessment instrument is perfect, and it is important to remember that the EECC is one component of assessment strategy for specialist trainees, complementing other evidence of professional competence. After appraisal, while improvement can be made, the EECC fulfils its ambitions of assessment.","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46675094","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}

{"title":"Continuing Professional Development (CPD) within the Workplace in a Digitised Health-Care System: The Perspective from a German Professional Union.","authors":"Reinhard Griebenow, Hans-Albert Gehle, Henrik Herrmann","doi":"10.1080/21614083.2022.2038478","DOIUrl":"https://doi.org/10.1080/21614083.2022.2038478","url":null,"abstract":"Marburger Bund (MB), the largest doctors’ union in Germany (and Europe), has for many years claimed that “CME [Continuing Medical Education] is an integral part of physicians’ professional practice. It is an element of quality assurance in medicine. All physicians should have equal access to CME, in particular irrespective of their level of training, function, or professional position. CME should be considered as part of physicians’ work performance. It should primarily take place during working hours. Doctors should have the opportunity to practise CME at the workplace (e.g. via the Internet). Cost of CME should be covered by the employer” [1]. To support this claim, before Covid, MB negotiated within its tariff contracts, paid educational leave of up to 5 days per year. This allows doctors to attend external CPD activities like medical congresses; but no major progress has been made in strengthening workplace education [2]. This might now change. In the past, experts have rated the digital maturity of the German health-care system as “inappropriate” [3,4]. However, it is only since the Covid pandemic stressed the entire system, that politicians have been willing to admit that the system as a whole could have performed better, if greater digitisation had facilitated an improved availability and speed of information across the health-care sector. Federal Government subsequently implemented the “Future of Hospital Care” law (“Krankenhauszukunftsgesetz”, KHZG, 5), which came into effect on 29 October 2020. KHZG allows Federal Government, together with the Federal States (“Bundesländer”), to offer 4.3 billion Euros to hospitals in order to modernise their digital infrastructure. Thus, KHZG has resulted in the greatest public investment in digitisation of the health-care system in Germany.","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":" ","pages":"2038478"},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/6a/28/ZJEC_11_2038478.PMC8933023.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40308374","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":"Evaluation of Blended Online Learning in Three Spinal Surgery Educational Courses.","authors":"Emre Acaroglu,&nbsp;Muhammed Assous,&nbsp;Richard Bransford,&nbsp;Luiz Gustavo Dal Oglio Da Rocha,&nbsp;Asdrubal Falavigna,&nbsp;John France,&nbsp;Emiliano Viale,&nbsp;Atiq Uz-Zaman,&nbsp;Ginesa Aviles,&nbsp;Brian Amster,&nbsp;Michael Cunningham,&nbsp;Alpaslan Şenköylü","doi":"10.1080/21614083.2021.2014042","DOIUrl":"https://doi.org/10.1080/21614083.2021.2014042","url":null,"abstract":"<p><p>COVID-19 pandemic created a need to improvise and redefine blended learning to be executed fully online. Background information on the effectiveness of fully online blended learning activities, especially for surgical disciplines is limited. This study describes a fully online blended learning course format on spinal surgery and aims to provide data regarding it effectiveness. Fully online blended courses on three topics of spinal surgery designed as six-week asynchronous and followed by 3-day live parts. Learning gaps (LGs) were identified with a survey at the beginning of asynchronous part, at its end, and at the end of the live part. The effectiveness of the asynchronous and live parts was assessed by LGs and a quiz, login statistics of learners and faculty and a post-course survey. Participants' LGs decreased in all courses, statistically significant in two. Faculty and learner login rates significantly correlated with each other. Faculty and learner satisfaction was very high. A fully online blended learning course can be delivered effectively on spine surgery with a high participant and faculty satisfaction rate. The asynchronous part contributes to learning significantly.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"11 1","pages":"2014042"},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/24/5c/ZJEC_11_2014042.PMC8843316.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39627520","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 Changing Face of Medical Education in the aftermath of COVID-19: The True Digital Era Begins.","authors":"Shouvik K Haldar,&nbsp;Guy Lloyd,&nbsp;G Andre Ng,&nbsp;Simon G Ray,&nbsp;Rebecca Dobson,&nbsp;Claire Cartwright,&nbsp;Carolyn Hargreaves,&nbsp;Rachael O'Flynn,&nbsp;John P Greenwood","doi":"10.1080/21614083.2022.2035949","DOIUrl":"https://doi.org/10.1080/21614083.2022.2035949","url":null,"abstract":"Royal Brompton & Harefield Hospitals, Imperial College London, Guys & St Thomas’ NHS Foundation Trust, London, UK; William Harvey Institute, Queen Mary's University of London, London, UK; Institute of Cardiovascular Health, University College London, London, UK; Barts Health NHS Trust, UK; Department of Cardiovascular Sciences, University of Leicester, Clinical Sciences Wing, Glenfield Hospital, Leicester, UK; Wythenshawe Hospital, Manchester University NHS Foundation Trust, Manchester, UK; Liverpool Heart and Chest Hospital, Liverpool, UK; British Cardiovascular Society, London, UK; Leeds Institute of Cardiovascular and Metabolic Medicine (LICAMM), University of Leeds & Leeds Teaching Hospitals NHS Trust, Leeds, UK","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"11 1","pages":"2035949"},"PeriodicalIF":0.0,"publicationDate":"2022-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/9e/1e/ZJEC_11_2035949.PMC8823680.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39908225","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 (CME) in time of crisis: How medical societies face challenges and adapt to provide unbiased CME.","authors":"Loredana Simulescu,&nbsp;Marieke Meijer,&nbsp;David B Vodušek","doi":"10.1080/21614083.2022.2035950","DOIUrl":"https://doi.org/10.1080/21614083.2022.2035950","url":null,"abstract":"<p><p>Healthcare professionals need to maintain their knowledge and skills to deliver the best possible care to patients. Medical societies play an important role as providers of continuing medical education (CME) and have actively continued this role during the COVID-19 pandemic adapting the delivery of education to virtual meetings and courses. The Biomedical Alliance in Europe CME Experts Committee conducted two surveys to collect information on the delivery of CME, generally, and during the COVID-19 pandemic from the member medical societies. In this article, we will present the most relevant data collected and share some reflections based on this analysis.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"11 1","pages":"2035950"},"PeriodicalIF":0.0,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/89/6e/ZJEC_11_2035950.PMC8820801.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39766920","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":"Effectiveness of an Online Course on Fracture-Related Infections.","authors":"Matheus Lemos Azi,&nbsp;Kodi Edson Kojima,&nbsp;Rodrigo Pesántez,&nbsp;Guido Carabelli,&nbsp;Olivier Borens,&nbsp;Iain McFadyen,&nbsp;Carlos Oliver Valderrama-Molina","doi":"10.1080/21614083.2021.2024682","DOIUrl":"https://doi.org/10.1080/21614083.2021.2024682","url":null,"abstract":"<p><p>This study aims to evaluate the effectiveness of an online course to enable orthopaedic surgeons to acquire the core competencies necessary to prevent and treat fracture-related infections (FRI). This study included orthopaedic surgeons and residents from Latin American countries who attended an online course focused on FRI. The online course included: didactic lectures, small-group clinical case discussions, and panel case discussions. The course was delivered using Zoom® platform and designed to address four core competencies: prevention, definition and diagnosis, antimicrobial therapy, and surgical treatment. An online questionnaire was created distributing 16 questions through six clinical scenarios. Participants were invited to answer the questionnaire before and after the course. Sixty of the 78 course participants answered the pre-course, and 42 the post-course assessment. Relative to before the course, the mean post-course assessment score rose significantly for prevention of FRI (4.1 before and 4.5 after; p = 0.014), definition and diagnosis (2.4 before and 3.4 after; p = 0.001), and surgical treatment (2.2 before and 2.8 after; p = 0.011). The final score encompassing all four core competencies also rose significantly (2.7 before and 3.3 after; p = 0.001). The online course on FRI was feasible and effective, significantly increasing course users' knowledge of overall competency in managing FRI.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"11 1","pages":"2024682"},"PeriodicalIF":0.0,"publicationDate":"2022-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/79/6b/ZJEC_11_2024682.PMC8757612.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39825682","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":"Effective Learning in Virtual Conferences: The Application of Five Principles of Learning.","authors":"Eva Hofstädter-Thalmann,&nbsp;Jerome I Rotgans,&nbsp;Noelia Aybar Perez,&nbsp;Jonas Nordquist","doi":"10.1080/21614083.2021.2019435","DOIUrl":"10.1080/21614083.2021.2019435","url":null,"abstract":"<p><p>In this article, we examine the adaptation of learning among scientists and healthcare professionals in conferences and symposia from face-to-face to fully virtual meetings accelerated in the last years. Advantages and limitations for both settings have been described in different research studies but the effectiveness of learning can be reflected similarly by applying five fundamental principles of learning, which are based on empirical research in cognitive psychology. From a practical context, we compared the individual learning outcomes from two satellite symposia conducted face-to-face in 2019 and virtually in 2021 at the European Congress of Urology, EAU. Although both conference formats were almost identical, the five principles of learning were applied in both symposia. There were also some differences due to adaptation to online conferences, and our findings suggest that the virtual conference was perceived as significantly more effective than the face-to-face conference on all five criteria, and digital learning is a valid alternative to face-to-face conferences. What still needs to be better understood and analysed is the informal learning that is taking place during conferences, but suggesting an active design of any digital event by combining \"technical literacy· with \"learning literacy\" will enable us to better analyse and study the impact of learning using the five learning principles in the design of other events in the future.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"11 1","pages":"2019435"},"PeriodicalIF":0.0,"publicationDate":"2022-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/00/7c/ZJEC_11_2019435.PMC8757606.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39825681","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}