Journal of European CME最新文献

{"title":"Centralised Full Access to Clinical Study Data Can Support Unbiased Guideline Development, Continuing Medical Education, and Patient Information.","authors":"Natalie McGauran, Beate Wieseler","doi":"10.1080/21614083.2021.1989172","DOIUrl":"10.1080/21614083.2021.1989172","url":null,"abstract":"","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"1989172"},"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/01/ee/ZJEC_10_1989172.PMC8635651.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39784235","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":"Triage 4.0: On Death Algorithms and Technological Selection. Is Today's Data- Driven Medical System Still Compatible with the Constitution?","authors":"Dirk Helbing, Thomas Beschorner, Bruno Frey, Andreas Diekmann, Thilo Hagendorff, Peter Seele, Sarah Spiekermann-Hoff, Jeroen van den Hoven, Andrej Zwitter","doi":"10.1080/21614083.2021.1989243","DOIUrl":"10.1080/21614083.2021.1989243","url":null,"abstract":"<p><p>Health data bear great promises for a healthier and happier life, but they also make us vulnerable. Making use of millions or billions of data points, Machine Learning (ML) and Artificial Intelligence (AI) are now creating new benefits. For sure, harvesting Big Data can have great potentials for the health system, too. It can support accurate diagnoses, better treatments and greater cost effectiveness. However, it can also have undesirable implications, often in the sense of undesired side effects, which may in fact be terrible. Examples for this, as discussed in this article, are discrimination, the mechanisation of death, and genetic, social, behavioural or technological selection, which may imply eugenic effects or social Darwinism. As many unintended effects become visible only after years, we still lack sufficient criteria, long-term experience and advanced methods to reliably exclude that things may go terribly wrong. Handing over decision-making, responsibility or control to machines, could be dangerous and irresponsible. It would also be in serious conflict with human rights and our constitution.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"1989243"},"PeriodicalIF":0.0,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/34/62/ZJEC_10_1989243.PMC8604483.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39755297","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":"Facilitating Flexibility: The Role of CPD Regulators and Accreditors during a Crisis.","authors":"Graham T McMahon","doi":"10.1080/21614083.2021.1993432","DOIUrl":"https://doi.org/10.1080/21614083.2021.1993432","url":null,"abstract":"<p><p>The COVID-19 pandemic has transformed healthcare systems - including CPD learning environments - around the world. Rarely has there been a time in recent history when almost the entire healthcare profession urgently needed to learn new skills. At the same time, education providers endured new personal and professional stressors. In the US, the Accreditation Council for Continuing Medical Education shifted its position from regulator to facilitator to give CPD providers the guidance, resources, and flexibility that would empower them to help healthcare professionals respond to the pandemic. Despite unprecedented challenges, the CPD community rapidly shifted from live to virtual learning environments to offer critical training, significantly increasing engagement with clinicians and teams, and demonstrating that CPD is an important part of the solution. As the healthcare system continues to undergo stress, it is important that institutional and health system leaders appropriately resource CPD programmes, enabling them to address evolving pandemic-related issues. Regulatory bodies in the CPD sphere should continue to take a leadership role on three fronts: facilitating innovation in education design and delivery; evolving data-reporting systems to reduce burdens on clinicians; and standing up for science by countering medical misinformation and ensuring that education provides valid content.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"1993432"},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/22/00/ZJEC_10_1993432.PMC8592616.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39900843","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":"Shared Decision Making - A Key Competence of All Health Care Professionals. Evaluation and Adaptation of a Digitally Enhanced Learning and Teaching Unit.","authors":"Linda Sanftenberg,&nbsp;Flora Kuehne,&nbsp;Karoline Lukaschek,&nbsp;Karin Meissner,&nbsp;Jochen Gensichen","doi":"10.1080/21614083.2021.1987119","DOIUrl":"https://doi.org/10.1080/21614083.2021.1987119","url":null,"abstract":"<p><p>The Covid-19 pandemic induced a radical shift towards digitally enhanced learning and teaching (DELT). Success of this adaptation depended on how much DELT had been provided before. The Bavarian Virtual University (BVU) is a university network to fund, promote and support DELT. The Ludwig-Maximilians-University Munich as a part of this network implemented the DELT course \"Shared decision making (SDM) - a part of evidence-based medicine\" in 2015. Based on regular evaluations and due to the latest developments, a media-didactic and content-related adaptation will be conducted now. Clinical cases will be embedded in a framework structure of SDM. Videos, podcasts and literature of doctor-patient interaction will be provided. To enable different health care professions to have a positive learning experience, the course will be linguistically adapted. The interaction between students and teacher will be enhanced by a transparent distribution of tasks and an issue-specific chat forum. SDM is an interdisciplinary general concept. With regard to the academization of different health care professions, the demand for DELT will increase. However, medical competencies can`t be taught fully online, since face-to-face patient interaction is mandatory. Communication skills can be practiced theoretically but have to be applied in reality.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"1987119"},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/84/bb/ZJEC_10_1987119.PMC8592585.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39886659","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 Global Trainee Hosts the Virtual Multi-header - Embracing Technology in Pathology Education.","authors":"Lavisha S Punjabi","doi":"10.1080/21614083.2021.1989173","DOIUrl":"10.1080/21614083.2021.1989173","url":null,"abstract":"To the editor: The magic of sitting at a multi-headed microscope and peering down at a glass slide while I listened to the rich discourse between the trainee and the consultant on the subtleties of architecture and form is what drew me to the field of pathology as a medical student. This practice of “double/multiheading” is the essence of experiential learning in histopathology. It is the equivalent of the Oslerian practice of clinical bedside teaching and allows the learner to gradually acquire visual diagnostic expertise over time. It is unfortunate then that the onset of the global pandemic at the turn of the decade rendered “double/ multi-heading” untenable, due to concerns about spread of infection over close interaction [1]. Moreover, pauses to medical education such as suspension of medical student elective postings and changes to the healthcare workforce such as redeployment to the frontline and work-from-home arrangements have left conventional methods of teaching and learning impractical. Relative to other clinical specialities, however, histopathology is a predominantly visual subject and is therefore versatile to digitisation. Out of this, a growing community of educators, trainees and students advocating for the use of modern technology in teaching and learning pathology has emerged. At my institution, tele-education was swiftly adopted and optimised, with results of a survey showing high rates of satisfaction and comparability to conventional modes of teaching [2] Medical student elective postings have similarly been virtualised. PathElective, a web-based platform run by a team of pathologists, fellows, residents and medical students, has recently been established to facilitate access to a virtual interactive medical student elective posting in pathology. Over a short span of time, it received participation from users in 99 countries, with high user ratings of satisfaction and usefulness [3]. Today, a medical student anywhere in the world can register for the experience, at any time, without any cost. With appropriate anonymisation and sensitivity, teaching and learning can take place on social media platforms as well. The use of Twitter for pathology education (#PathTwitter) has flourished over the pandemic, in the form of bite-sized Tweetorials, Twitter journal clubs, research collaborations and more [4]. Traineeauthored contributions on this space is evident in the nominee shortlists of the #PathTweetAward, a crowdsourced initiative to recognise outstanding educational contributions to the pathology community on Twitter. Ultimately, it is remarkable how quickly this pandemic has urged us to adapt. Today, anyone with a smartphone can choose to take ownership of his/ her/their training and be a global trainee that hosts the “virtual multi-header”. This is the story of continuing medical education in pathology during the COVID-19 pandemic.","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"1989173"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/55/d1/ZJEC_10_1989173.PMC8583774.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39623587","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":"JECME Special Collection: Digitisation of Continuing Education in the Health Professions.","authors":"Günther Matheis","doi":"10.1080/21614083.2021.1993431","DOIUrl":"https://doi.org/10.1080/21614083.2021.1993431","url":null,"abstract":"When the Covid-19 pandemic hit, it was expected that this would cause a major decline in the number of continuing medical education (CME) options and that physicians in Germany would not be able to meet their CME requirements. Whereas this expectation partly holds true, looking back at the experience of more than 18 months of restrictions caused by the pandemic in this country one could also say that there has never been a more suitable time to experience continuing education. At the start of the pandemic, in particular, physicians often needed to be both pragmatic and flexible in their efforts to expand their skills due to the volatile situation and the implementation of contact restrictions. Physicians learned a great deal every day during this period. For example, special outpatient clinics were set up to treat patients with respiratory symptoms, new organisational structures were created, Corona hospitals were established. Physicians also listened to podcasts by scientific experts on a daily basis. Since the system of selfadministration in Germany defines how CME is to be carried out, these occasions for professional development were unceremoniously recognised with a corresponding number of CME points for the CME certificate. After a short period of transition, providers of inperson CME quickly resumed their activities by embracing digital formats. As webinars became the primary digital CME format, the State Chambers of Physicians adjusted their procedures for assessing and granting points accordingly. The crucial step, which was accelerated by the pandemic and associated contact restrictions, was that “virtual attendance”, e.g. in a webinar, largely replaced “live, in-person attendance”, e.g. in a lecture hall. Experience has shown that this transition can be implemented very successfully if certain criteria are met (e.g. through the monitoring of digital attendance and subsequent learning assessments). While the pandemic has not yet come to an end, it is hard to imagine a scenario in which a webinar component would not be integrated into CME curricula even after the pandemic. Webinars reach a much wider audience. They are more familyand climate-friendly than inperson CME events which might involve extensive travel for some participants. One sensible and promising approach is a combination of hybrid CME events where people meet as a group, and learning through guided selfstudy via an e-learning platform independent of location and time. Digital simulations will present a new and exciting challenge. There are already applications available that can be used to practise medical procedures and skills, e.g. taking a patient’s medical history, surgery routines, emergency treatments. There is a lot of potential here. Physicians can prepare themselves well for inperson training or even real-world assignments. To guide the medical profession through this process, the German Medical Association published an authoritative 24-unit continuing education c","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"1993431"},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/eb/e9/ZJEC_10_1993431.PMC8583904.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39624450","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":"From Students to Educators: Peer-assisted Strategies for Continued Medical Education during the COVID-19 Pandemic.","authors":"Lavisha S Punjabi","doi":"10.1080/21614083.2021.1989954","DOIUrl":"https://doi.org/10.1080/21614083.2021.1989954","url":null,"abstract":"In 2017, I wrote a correspondence article reflecting on the role of students in medical education and research [1]. Today, the global COVID-19 pandemic has compelled me to once again reflect on the role of medical students. Around the world, the timehonoured Oslerian method of clinical clerkships and bedside teaching has, at some point, taken a pause, while clinician-educators juggled between responding to the pandemic and adapting medical education to prevailing circumstances. Students, however, have not taken the backseat. Reports of student-led community initiatives have emerged, and some of these are highly innovative, such as organising childcare services for healthcare workers [2] or building a translation portal to facilitate communication between healthcare workers and affected migrant workers [3]. From an education perspective, while these are unique opportunities for learning, it remains imperative to reform current methods of education so that students remain on a trajectory to graduate, especially final-year students who can, on completion, serve at the frontline. To achieve this, Rose outlined several possible strategies, such as the use of virtual clinical cases or modifying the academic calendar to bring forward didactic sessions and scholarly work while deferring clinical rotations [4]. The unanticipated need to produce new material for virtual learning on top of the stretched manpower as clinician-educators are called to serve the frontline, presents a unique challenge. In response to this, students and alumni at my alma mater have tapped on methods of peer-assisted learning. With guidance from the faculty, young alumni write virtual case scenarios and provide feedback on assignments completed by final-year students. In turn, the final-year students have taken the initiative to guide junior students along with their preparation for clinical examinations. Compared to conventional teaching methods, a systematic review has shown that peer-assisted learning can achieve comparable outcomes for learners and even has beneficial effects on learning outcomes for student-teachers [5]. Its long-term impact, however, remains less documented and requires further investigation. I am of the view that this pandemic will have a lasting positive impact on students’ resilience and their identity as educators. I certainly look forward to welcoming them at the workplace.","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"1989954"},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/17/e0/ZJEC_10_1989954.PMC8583923.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39624449","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":"Imagining the Future of Learning in Healthcare: The GAME 2019 #FuturistForum.","authors":"Suzanne Murray, Jur Koksma, Aviad Haramati, Eric Bonnefoy, Nabil Zary, Werner Bill, Olaf Wolkenhauer, Susanna Price, Dale Kummerle","doi":"10.1080/21614083.2021.1984076","DOIUrl":"10.1080/21614083.2021.1984076","url":null,"abstract":"<p><p>The GAME 2019 #FuturistForum involved an exchange of ideas and perspectives on the future of learning in healthcare and necessary evolutions to sustain future health systems. This event allowed for reflection and discourse around a) what medical learning or learning in healthcare may look like 10-15 years from now, b) how technology would impact that evolution, and c) what collaborative roles distinct stakeholders would play. Seventy-five (75) key stakeholders, experts from various fields, participated in the two-day event. Four multifaceted themes were uncovered from the qualitative analysis, which are: learning will be lifelong and outcome-based, the health system will follow a preventive care model, technology will be an enabler of evolution in education and health systems, and that multi-level collaboration will support and sustain future progress. Future implications, exacerbated by the ongoing COVID-19 pandemic, and study limitations are described.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"1984076"},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/ac/3a/ZJEC_10_1984076.PMC8491664.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39498495","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":"Observations from Transforming a Continuing Education programme in the COVID-19 Era and Preparing for the Future.","authors":"Steven Kawczak,&nbsp;Anthony Fernandez,&nbsp;Bethany Frampton,&nbsp;Molly Mooney,&nbsp;Amy Nowacki,&nbsp;Matthew Yako,&nbsp;James K Stoller","doi":"10.1080/21614083.2021.1964315","DOIUrl":"10.1080/21614083.2021.1964315","url":null,"abstract":"<p><p>The COVID-19 pandemic has significantly disrupted and transformed continuing education in the health professions to be reliant on digital learning modalities. This retrospective observational study of a large, international health system's continuing education programme compares educational activities offered, participation, and learning outcomes pre- and intra-pandemic to assess the impact of digitisation advanced because of the pandemic. There was a significant increase in internet-based activities that filled the gap of cancelled or postponed live, in-person activities to keep healthcare professionals up to date in their specialities and prepared to handle the clinical and hospital demands of the pandemic. Compared to live, in-person education, virtual activities were offered in shorter increments, reached a much larger amount of participants, and were equally effective in achieving learning outcomes. Questions remain regarding business model implications to generate adequate revenues to cover costs of virtual education. Additionally, there is a general inadequacy of digital learning environments to coalesce groups and meet social needs. Regardless, the efficiencies and effectiveness of digital modalities will be a primary method of teaching healthcare professionals going forward.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"1964315"},"PeriodicalIF":0.0,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/2b/79/ZJEC_10_1964315.PMC8382009.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39347173","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":"Report on Proceedings of the Thirteenth Annual European CME Forum, Held Virtually, November, 2020.","authors":"Ron Murray","doi":"10.1080/21614083.2021.1959184","DOIUrl":"10.1080/21614083.2021.1959184","url":null,"abstract":"<p><p>In common with many scheduled meetings in 2020, the Thirteenth Annual European CME Forum (#13ECF) was conducted between 4 and 6 November 2020 in a virtual format. Faculty and attendees from around the world interacted via plenary sessions, breakout workshops, panel discussions, question and answer sessions, and oral presentations from selected poster authors. The plenaries dealt with topical themes such as outcomes, collaboration, changes in educational activities due to digitisation, accreditation standards, and essential competencies for continuing professional development (CPD) providers. Breakout workshop themes included online and informal learning, a global approach to outcomes, interprofessional collaboration, the role of industry, patients as teachers, simulation, pathways to accreditation and adaptation to the virtual landscape. The Forum provided a comprehensive model of educational practice in the rapidly changing environment brought on by a pandemic.</p>","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"10 1","pages":"1959184"},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/7a/e2/ZJEC_10_1959184.PMC8330717.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39299569","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}