Journal of European CME最新文献

{"title":"Systematic reviews should be at the heart of continuing medical education.","authors":"Angelika Eisele-Metzger,&nbsp;Claudia Bollig,&nbsp;Joerg J Meerpohl","doi":"10.1080/21614083.2021.2014096","DOIUrl":"https://doi.org/10.1080/21614083.2021.2014096","url":null,"abstract":"<p><p>Today, keeping up with the fast evolving evidence is more challenging than ever for practising physicians. A huge number of studies are published every day, and it is no longer possible to read all the relevant individual studies. Many physicians prefer attending continuing medical education (CME) to reading international scientific publications. Consequently, it is critical that CME is based on the best available evidence and presented in an unbiased manner free of conflicts of interest. Systematic reviews and Cochrane reviews in particular can thus provide a valuable resource of up-to-date and high-quality information on health care questions for CME providers. Of note, systematic reviews might become outdated quickly. Furthermore, some systematic reviews are fraught with limitations such as poor methodology and conduct or incomplete and misleading reporting. This article provides a brief overview of systematic reviews and Cochrane reviews, outlines how systematic reviews can be \"kept alive\" using today's digital opportunities and points to several common problems of systematic reviews with suggestions for solutions.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"2014096"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/a3/58/ZJEC_10_2014096.PMC8676680.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39616388","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":"Taking the Learner on a Journey - An analysis of an Integrated Virtual CME Program in Epilepsy during the COVID-19 Pandemic.","authors":"Ina Weisshardt,&nbsp;Ivo Vlaev,&nbsp;J Helen Cross,&nbsp;Ingmar Blümcke","doi":"10.1080/21614083.2021.2015190","DOIUrl":"https://doi.org/10.1080/21614083.2021.2015190","url":null,"abstract":"<p><p>The COVID-19 pandemic has significantly changed the way we treat patients and educate healthcare professionals (HCPs). In summer 2020, the International League against Epilepsy (ILAE) implemented a virtual CME program with three integrated program elements addressing challenges in patient treatment as well as challenges caused by the forced transition to a virtual environment. Despite the highly competitive environment with exponential increase of webinars offered to HCPs, the program achieved high participation and satisfaction rates. Over 60% of participants indicated a change in their clinical practice after the interventions. With our outcomes evaluation, we aimed to better understand how well such an integrated program resonates with the learner and if it can make a difference in a highly competitive environment by supporting educators to become more adaptive and responsive to learner needs. Our pilot project was shown to be well accepted, achieving high satisfaction and perceived impact by the learner. In the light of an upcoming \"digital fatigue\" and a wish to return to face-to-face, we reiterate the value of the digital approach and recommend continuing along this successful path as we believe that taking a learner on a digital educational journey has been successful in a highly competitive and challenging environment.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"2015190"},"PeriodicalIF":0.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/18/8e/ZJEC_10_2015190.PMC8667896.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39591557","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":"Social Media - Key Opinion Leaders of the Future?","authors":"Kathrin Rothfischer","doi":"10.1080/21614083.2021.2014094","DOIUrl":"https://doi.org/10.1080/21614083.2021.2014094","url":null,"abstract":"<p><p>Physicians and patients are increasingly represented on social media and perform as so-called medical influencers. As key opinion leaders, they can influence and change opinions on health topics and also establish their work within a specialist community.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"2014094"},"PeriodicalIF":0.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/e1/47/ZJEC_10_2014094.PMC8667906.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39730788","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":"Artificial Intelligence: Its future in the health sector and its role for medical education.","authors":"Peter A Henning,&nbsp;Jacqueline Henning,&nbsp;Katharina Glück","doi":"10.1080/21614083.2021.2014099","DOIUrl":"https://doi.org/10.1080/21614083.2021.2014099","url":null,"abstract":"<p><p>The - possibly - imminent AI revolution will, to a great extent, affect the education and training for all knowledge-working professions, and therefore must be considered an important aspect also of CME. This paper reviews some of the misconceptions about AI technology, then turns to point out possible applications of AI in the medical domain and then addresses the question what this will mean for (continuing) medical education.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"2014099"},"PeriodicalIF":0.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/69/be/ZJEC_10_2014099.PMC8667875.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39591556","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 European Society of Cardiology - A Digital Educator.","authors":"Kevin Fox, Susanna Price, Stephan Achenbach, Carlos Aguiar, Nico Bruining, Martin Cowie, Chris Plummer, Marco Roffi, Mark Westwood","doi":"10.1080/21614083.2021.2014039","DOIUrl":"10.1080/21614083.2021.2014039","url":null,"abstract":"<p><p>The mission statement of the European Society of Cardiology (ESC) is \"to reduce the burden of cardiovascular disease\". The ESC is the leading scientific society for cardiovascular health care professionals across Europe and increasingly the world. Recognising the need for democratisation of education in cardiology, the ESC has for many years embraced the digital world within its education programme. As in all areas of medicine, the COVID-19 pandemic required an agile response to be able to continue to provide not only a digital congress but also education, training and assessment in an almost totally digital world. In this paper we will describe the digital learning activities of the ESC, the successes and the challenges of the transformation that has taken place in the last 18 months as well as an overview of the vision for education, training and assessment in the post-COVID digital era. We understand the need to provide a portfolio of educational styles to suit a diverse range of learners. It is clear that digital CME provides opportunities but it is likely that it will not entirely replace in-person learning. In planning for the future, we regard the provision of digital CME as central to fulfiling our mission.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"2014039"},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/cf/5c/ZJEC_10_2014039.PMC8667914.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39730787","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":"Digital Skills for Doctors - Explaining European Doctors' Position.","authors":"Sara Roda","doi":"10.1080/21614083.2021.2014097","DOIUrl":"https://doi.org/10.1080/21614083.2021.2014097","url":null,"abstract":"<p><p>The digital skills deficit in healthcare is a major topic being addressed at several instances in the EU. The new European Skills Agenda identifies as a core action the so-called \"Pact for Skills\" with the aim of upskilling (improving existing skills) and reskilling (training in new skills) the workforce in the next five years. The Standing Committee of European Doctors (CPME) suggests framing digital skills into three main areas: general, technical and related to patient-doctor relationship. These new skills should be reflected in the future curricula of medical faculties, in particular during specialist medical education, and integrated into continuous professional development (CPD) to keep doctors up-to-date with digital innovations.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"2014097"},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/eb/39/ZJEC_10_2014097.PMC8667955.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39730789","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":"Use of Routinely Collected Registry Data for Undergraduate and Postgraduate Medical Education in Denmark.","authors":"Kasper Bonnesen,&nbsp;Cecilia Hvitfeldt Fuglsang,&nbsp;Søren Korsgaard,&nbsp;Katrine Hjuler Lund,&nbsp;Natascha Gaster,&nbsp;Vera Ehrenstein,&nbsp;Morten Schmidt","doi":"10.1080/21614083.2021.1990661","DOIUrl":"https://doi.org/10.1080/21614083.2021.1990661","url":null,"abstract":"Medical education needs to evolve continuously to meet the new requirements created by the everchanging medical landscape [1]. Changes in patient demographics, comorbidity burden, knowledge, and expectations regarding involvement in treatment decision-making make future patients different from previous ones [1,2]. Also, the development of new technologies, increased specialisation anticipations, and expectations regarding work-life balance demand a new skill set from future physicians [1]. It is thus important to align both the undergraduate and postgraduate medical education with the requirements of the next generation of physicians and patient needs, where research based on big data will be essential [1]. Denmark has a long tradition of epidemiological research [3]. Thanks to the routinely collected administrative and health data in its national registries [4] and the many established clinical quality databases [5], Denmark holds a large potential for population-based research. This review aims to summarise (1) the Danish healthcare system and its types of registry data, (2) the Danish undergraduate and postgraduate medical education including their research training elements, and (3) the advantages and disadvantages of using registry data in medical education.","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"1990661"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/51/7c/ZJEC_10_1990661.PMC8635585.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39784236","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":"Perceptions of Medical and Allied Health Students Towards Online Education during the COVID-19 Pandemic Phases and Its Future Impact in India.","authors":"Manna Debnath, Santosh Ojha, Anupam Niraula, Dolly Sharma","doi":"10.1080/21614083.2021.1993428","DOIUrl":"10.1080/21614083.2021.1993428","url":null,"abstract":"<p><p>The outbreak of COVID-19 has caused sensation and fear among the world population. Globally, the teaching and learning process has been greatly impacted by the pandemic. University and teaching institutes adopted the online mode for the continuation of the teaching-learning process. This research aims to evaluate the current online education practice, its effectiveness, and future prospects in various medical and allied health education in India. A standard self-administered questionnaire was prepared and circulated among the medical and allied health care students from different parts of India via the online platform. A total of 1042 participants submitted their responses. About 77% of students stated that they have attended online classes conducted by their respective educational institutes. The majority of the students were enthusiastic about online learning (via Google platform, Zoom, etc.), yet they all agreed that their practical knowledge was insufficient. Online education can be a good approach to learning, but it may not be as effective as traditional education in Medical and Allied Health students. Beyond pandemic lockdown, online learning may be implemented in conjunction with traditional methods.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"1993428"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/bb/4b/ZJEC_10_1993428.PMC8635529.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39784237","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":"Virtual patient simulation platforms challenging traditional CME: Identification of gaps in knowledge in the management of Type 2 diabetes and Hyperlipidaemia.","authors":"Igal Iancu,&nbsp;Eugene Pozniak,&nbsp;Boris Draznin","doi":"10.1080/21614083.2021.1993430","DOIUrl":"https://doi.org/10.1080/21614083.2021.1993430","url":null,"abstract":"ABSTRACT As any other aspect of contemporary life, an old and established field of CME undergoes a transformation into a “digital age.” Virtual patient simulation (VPS) has shown to be an interactive and efficient way of engaging healthcare professionals (HCP) in continuing medical education. VPS can identify gaps in knowledge and improve competence, using engaging, online tools. The Edocate VPS Platform has been developed by a group of physicians, education experts, and computer specialists. In this communication, we report the experience of several hundreds of HCP using the Edocate VPS application in the fields of type 2 diabetes (T2DM) and hyperlipidemia. The Edocate VPS application, displaying both simple and complex clinical situations, was presented to an international group of HCPs who had the task to perform physical exams, order lab and imaging tests, update the medical record with the right diagnoses, prescribe medications, and perform long-term follow-up through multiple visits. The HCPs received personalized, guideline-based, feedback on their actions. The analytical capabilities of the Edocate VPS platform run very deep and allow in-depth analysis of learners’ competence in achieving the best outcomes, while teaching to apply a personalized approach, avoiding side effects of medications, and providing instantaneous access to the most current references in the field. The data collected from the program has shown significant gaps in knowledge and adherence to guidelines in the areas of management of T2DM and hyperlipidemia. Only about 50% of all participants achieved guideline-compatible glycemic control – namely HbA1c below 7%. Furthermore, only 41% of practicing physicians and 23% of family medicine residents achieved levels of LDL below 70 mg/dl in their virtual patients. In conclusion, the data presented in this communication strongly suggests that this novel simulation platform can enable medical organizations to create immersive VPS cases for their primary educational and CME efforts.","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"1993430"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/31/e9/ZJEC_10_1993430.PMC8635625.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39694849","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":"What are Learner and Instructor Preferences for Group Size and Composition for a Series of Synchronous Online Case Discussions for Upper Extremity Trauma Surgeons?","authors":"Nele Roels,&nbsp;Monica Ghidinelli,&nbsp;Michael Cunningham,&nbsp;Murat Bilici","doi":"10.1080/21614083.2021.1993429","DOIUrl":"https://doi.org/10.1080/21614083.2021.1993429","url":null,"abstract":"<p><p>Small group discussion (SGD) is a well-known educational method to promote active learning. Best practices for running SGDs in face-to-face events are described in the literature; however, little has been reported regarding synchronous online delivery. The aim of this study was to determine learner and instructor preferences for online SGDs in terms of group size and composition and to formulate best practices based on participant and faculty feedback. We designed an 8-module online course for surgeons managing upper extremity trauma. Participants were pre-assigned into 2 types of group: 1 faculty with 5 participants or 2 faculty with 8 participants. We collected feedback from 91 participants and 34 faculty over the 8 weeks in multiple ways. Participants preferred way to run an online SGD is to have 2 faculty with 4-5 participants (80%), rotating to different faculty every week (67%), and interacting with peers from different countries (95%). Pre-course assessment questions and pre-recorded presentations enhanced the online discussions for 82%. From open text comments, we identified that cases/content, faculty, participant engagement, and technical support worked well. The course could be improved by adding more extensive technical and connectivity checks, having a different time scheduling, and integrating more supporting materials.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"1993429"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/f7/33/ZJEC_10_1993429.PMC8635531.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39694848","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}