Journal of European CME最新文献_第3页

Digital competence - A Key Competence for Todays and Future Physicians. 数字能力——当今和未来医生的关键能力。

Journal of European CME Pub Date : 2022-01-02 eCollection Date: 2022-01-01 DOI: 10.1080/21614083.2021.2015200

Nilufar Foadi, Julian Varghese

引用次数: 14

The Role of Digital Competence in CME Uptake: A Short Communication. 数字能力在继续医学教育中的作用：简短交流。

Journal of European CME Pub Date : 2021-12-23 eCollection Date: 2022-01-01 DOI: 10.1080/21614083.2021.2019436

Mamuda Aminu, Emma Phillips, Celeste Kolanko

引用次数: 0

DiGA - A Chance for the German Healthcare System. 数字化——德国医疗保健系统的机遇。

Journal of European CME Pub Date : 2021-12-23 eCollection Date: 2022-01-01 DOI: 10.1080/21614083.2021.2014047

Sven Sauermann, Julia Herzberg, Solveig Burkert, Susanne Habetha

引用次数: 12

Database Supported Long-term Management of Chronic Diseases - Data from the German Disease Management Programmes as a Source for Continuing Medical Education. 数据库支持慢性病的长期管理-来自德国疾病管理计划的数据，作为继续医学教育的来源。

Journal of European CME Pub Date : 2021-12-19 eCollection Date: 2022-01-01 DOI: 10.1080/21614083.2021.2014038

Bernd Hagen

引用次数: 2

COVID-19-pandemic - The Unloved Digitisation Engine. 2019冠状病毒病大流行——不受欢迎的数字化引擎。

Journal of European CME Pub Date : 2021-12-16 eCollection Date: 2021-01-01 DOI: 10.1080/21614083.2021.2014040

Günther Ochs, Eva Mikolasch

引用次数: 0

Regulatory Authorities and Continuing Education Around the World: Adapting to COVID-19. 全球监管机构和继续教育:适应COVID-19。

Journal of European CME Pub Date : 2021-12-15 eCollection Date: 2021-01-01 DOI: 10.1080/21614083.2021.2014095

Alison Reid, Mark Staz, Humayun J Chaudhry

引用次数: 1

Microlearning: The Future of CPD/CME. 微型学习：CPD/CME 的未来。

Journal of European CME Pub Date : 2021-12-14 eCollection Date: 2021-01-01 DOI: 10.1080/21614083.2021.2014048

Sushant Dahiya, Amy Bernard

引用次数: 0

Lupus Academy: Keeping Education Live, Virtually. 狼疮学院:让教育活下去，虚拟。

Journal of European CME Pub Date : 2021-12-14 eCollection Date: 2021-01-01 DOI: 10.1080/21614083.2021.2014041

Julian Ball, Nicole Elzebroek, Eugene Pozniak

{"title":"Lupus Academy: Keeping Education Live, Virtually.","authors":"Julian Ball, Nicole Elzebroek, Eugene Pozniak","doi":"10.1080/21614083.2021.2014041","DOIUrl":"https://doi.org/10.1080/21614083.2021.2014041","url":null,"abstract":"Delivering medical education meetings in person and online presents different challenges, as highlighted during the COVID-19 pandemic. The Lupus Academy education programme is a decade-old initiative, led by a steering committee of 12 international experts in lupus, with an established following of over 7000 global learners. The COVID-19 pandemic has made educationalists think differently about ways to provide medical education. Early in the pandemic, the Lupus Academy created a new technical platform and scientific programme structure to deliver its education online to its global audience. Many challenges confronted the effective delivery of this education, including video steaming, audience engagement and interaction, and timely delivery of content across multiple time zones. The Lupus Academy adapted well, and its 2020 meeting was a success. The lessons from this meeting helped create a further improved meeting format for 2021, which like 2020 saw over 3000 participants from 101 counties attending. This success was driven by necessity, yet learners still want 'in-person education' . As and when the world opens for travel, a newfound digital literacy will create hybrid programmes that serve both 'in-person meetings' with digital elements, bringing education to a broader audience online at the same time.","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"2014041"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/ae/18/ZJEC_10_2014041.PMC8676698.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39616385","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}

引用次数: 3

A Novel Mobile Platform Enhances Motivation and Satisfaction of Academic Teachers. 一种新型移动平台提高学术教师的积极性和满意度。

Journal of European CME Pub Date : 2021-12-14 eCollection Date: 2021-01-01 DOI: 10.1080/21614083.2021.2014100

S Herbstreit, F Herbstreit, A Diehl, C Szalai

{"title":"A Novel Mobile Platform Enhances Motivation and Satisfaction of Academic Teachers.","authors":"S Herbstreit, F Herbstreit, A Diehl, C Szalai","doi":"10.1080/21614083.2021.2014100","DOIUrl":"https://doi.org/10.1080/21614083.2021.2014100","url":null,"abstract":"With rising numbers of students, shorter hospital stays and increasing workload of academic teachers, teaching time have become a scarce resource. Thus, optimal preparation by teachers is key for good clinical teaching. Though a lot of teaching duties are performed by residents in Germany, they are not likely to have been educated in didactic techniques. We developed and evaluated a mobile teaching application using the \"Learning Toolbox (LTB)\" platform (Raycom BV, Utrecht, Netherlands) that was offered to academic teachers for preparation and support during curricular courses at our medical school. Courses were part of the curricula in Anaesthesiology, Emergency Medicine, and Orthopaedic and Trauma Surgery, and course length could vary up to 40 h per week. Information provided by the novel platform included logistic information, learning objectives, and curricula for the individual courses. A basic tutorial on didactic techniques, suggestions for providing feedback and for enhancing students' participation was also part of the platform. After one semester, interviews with teachers indicated an increase in overall satisfaction. Residents appreciated didactic aids and content provided for preparation, leading to higher motivation and self-confidence. The more experienced teachers were particularly satisfied with easy access to scheduling, teaching assignments and daily planning. The app increased teachers' satisfaction with their performance and enabled better integration of teaching in the daily schedule.","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"2014100"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/f5/30/ZJEC_10_2014100.PMC8676585.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39851980","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}

引用次数: 0

Are medical students equipped for digital studies?Have their hopes and fears been confirmed during Covid-19? What should we consider in the future? 医学生是否具备数字化学习的条件?他们的希望和恐惧在Covid-19期间得到证实了吗?未来我们应该考虑什么?

Journal of European CME Pub Date : 2021-12-14 eCollection Date: 2021-01-01 DOI: 10.1080/21614083.2021.2014098

Stephanie Herbstreit, Margarita Gestmann, Cynthia Szalai, Anke Diehl

{"title":"Are medical students equipped for digital studies?Have their hopes and fears been confirmed during Covid-19? What should we consider in the future?","authors":"Stephanie Herbstreit, Margarita Gestmann, Cynthia Szalai, Anke Diehl","doi":"10.1080/21614083.2021.2014098","DOIUrl":"https://doi.org/10.1080/21614083.2021.2014098","url":null,"abstract":"Digitisation in the education of future doctors was still in its infancy before the Covid pandemic. For the successful implementation of digital teaching, students need the technical equipment and the necessary skills to use it in a meaningful way. Furthermore, it requires a willingness to adapt the learning environment and to take responsibility for self-directed learning. At the beginning of 2020, faculties were forced to convert all teaching to digital formats. Initial research shows that students prefer face-to-face teaching. To determine whether medical students were prepared for digital studies and what should be considered for the future, we analysed surveys at the beginning of online studies and after two Corona semesters at a medical faculty. We were able to show that although our students had good technology equipment, they had a rather negative attitude towards online teaching for various reasons and developed negative emotions. Deficits in design of educational material, and personal learning habits raised concern. A lack of guidance and a lack of interaction with fellow students contributed to this. Adjustments in these areas will be necessary in the future to provide students with positive access to digital studies and thus increase learning success.","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"2014098"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/2d/a2/ZJEC_10_2014098.PMC8676700.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39616389","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}

引用次数: 6