Journal of European CME最新文献_第7页

Outcome Measures in Online Educational Videos. 在线教育视频的效果测量。

Journal of European CME Pub Date : 2020-10-21 DOI: 10.1080/21614083.2020.1836867

Danny Burke, Eva Hofstädter-Thalmann, Gordon McVie

引用次数: 0

Feasibility of Integrating a Mobile Decision-Support App into a Multicomponent CME Initiative: Developing Clinician Competence at the Point of Care. 将移动决策支持应用程序集成到多组件CME计划中的可行性:在护理点培养临床医生的能力。

Journal of European CME Pub Date : 2020-10-20 DOI: 10.1080/21614083.2020.1834762

Anne Jacobson, Cara L Macfarlane, Eugene Pozniak

引用次数: 3

Virtual Patient Simulation in Continuing Education: Improving the Use of Guideline-Directed Care in Venous Thromboembolism Treatment. 继续教育中的虚拟病人模拟:改善静脉血栓栓塞治疗中指导护理的使用。

Journal of European CME Pub Date : 2020-10-20 DOI: 10.1080/21614083.2020.1836865

Katie Stringer Lucero, Jelena Spyropoulos, Doug Blevins, Martin Warters, Alesandro Norton, Jacob Cohen

{"title":"Virtual Patient Simulation in Continuing Education: Improving the Use of Guideline-Directed Care in Venous Thromboembolism Treatment.","authors":"Katie Stringer Lucero, Jelena Spyropoulos, Doug Blevins, Martin Warters, Alesandro Norton, Jacob Cohen","doi":"10.1080/21614083.2020.1836865","DOIUrl":"https://doi.org/10.1080/21614083.2020.1836865","url":null,"abstract":"Results of a CME-certified activity completed by a total of 986 cardiologists and 783 haematologists-oncologists (haem-oncs) from around the world were examined to determine whether virtual patient simulation could improve decision-making and performance within the simulation related to patient evaluation, tailoring anticoagulant therapy, and patient management to improve adherence using patient-centred care strategies. Results showed a significant overall impact of education from pre- to post-clinical guidance (CG) on correct decisions made in both cases for cardiologists, with a relative improvement of 22% for Case 1 (45% pre- to 55% post-CG, n = 475, t(474) = 14.12, P<.001, Cohen's d =.46) and 19% for Case 2 (62% pre- to 74% post-CG, n = 245, t(244) = 11.95, P<.001, Cohen's d =.59). Impact also was seen for haem-oncs, with a relative improvement of 27% for Case 1 (45% pre- to 57% post-CG, n = 280, t(279) = 11.91, P <.001, Cohen's d =.60) and 19% for Case 2 (63% pre- to 75% post-CG, n = 147, t(146) = 9.52, P <.001, Cohen's d =.58). Virtual patient simulation improved cardiologists' and haem-oncs management of patients with pulmonary embolism in a simulated environment.","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"9 1","pages":"1836865"},"PeriodicalIF":0.0,"publicationDate":"2020-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21614083.2020.1836865","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38600037","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: 4

Increased Educational Reach through a Microlearning Approach: Can Higher Participation Translate to Improved Outcomes? 通过微学习方法增加教育覆盖面:更高的参与度能否转化为更好的结果?

Journal of European CME Pub Date : 2020-10-20 DOI: 10.1080/21614083.2020.1834761

James Bannister, Mia Neve, Celeste Kolanko

{"title":"Increased Educational Reach through a Microlearning Approach: Can Higher Participation Translate to Improved Outcomes?","authors":"James Bannister, Mia Neve, Celeste Kolanko","doi":"10.1080/21614083.2020.1834761","DOIUrl":"https://doi.org/10.1080/21614083.2020.1834761","url":null,"abstract":"The quality of continuing medical education (CME) is frequently measured using the Moore's Level of Outcome framework, with higher-level outcomes (5 and above) perceived as more valuable than lower-level outcomes (such as Level 3 - knowledge). Higher-level outcomes require more rigorous evaluation, increasing the time requirements of an interaction; however, there is a trend among adult learners towards a preference for shorter, more informal education such as microlearning. This allows for greater reach but prevents outcome evaluation to higher levels. We explored the utility of combining microlearning with more traditional eLearning formats (\"microlearning programme\") to increase participation while retaining the ability to measure knowledge- and competence-level outcomes. Comparing two recent programmes with similar content run previously (\"comparator programmes\"), we identified a slight improvement in completion of evaluation activities associated with the microlearning programme. However, the significant reach microlearning affords presents a clear need to bridge the gap between participation and evaluation. Considering these two cases, we concluded that future microlearning initiatives should incorporate evaluation at the point of education, providing a combination of microlearning and microevaluation to drive knowledge gain in a form that is measurable in terms of educational outcomes.","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"9 1","pages":"1834761"},"PeriodicalIF":0.0,"publicationDate":"2020-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21614083.2020.1834761","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38743563","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: 13

Fostering Interprofessional Patient-centred Collaboration in Healthcare through CPD: Our Learnings from the PARTNER Programme. 通过持续专业进修促进以病人为中心的医疗保健跨专业合作:我们从伙伴计划中学到的经验。

Journal of European CME Pub Date : 2020-10-19 DOI: 10.1080/21614083.2020.1834763

Loh Wei Qi, Audra Barclay, Tina Garcia, Lisa Sullivan

{"title":"Fostering Interprofessional Patient-centred Collaboration in Healthcare through CPD: Our Learnings from the PARTNER Programme.","authors":"Loh Wei Qi, Audra Barclay, Tina Garcia, Lisa Sullivan","doi":"10.1080/21614083.2020.1834763","DOIUrl":"https://doi.org/10.1080/21614083.2020.1834763","url":null,"abstract":"Interprofessional patient-centred collaboration in healthcare is necessary for the effective management of chronic diseases. Continuing professional development (CPD) programmes that offer a platform for healthcare professionals of different disciplines to convene and learn together may function as an effective platform to both foster greater collaboration between them and increase awareness of patient perspectives. We report on our learnings from organising the PARTNER programme - a CPD initiative on the management of psoriasis and/or psoriatic arthritis - that targeted both specialists (comprising rheumatologists and dermatologists) and primary care. After participating in the programme, learners demonstrated a stronger intent to collaborate with each other and a heightened awareness of patient perspectives. However, changes at a practice level could not be evaluated due to the lack of substantial follow-up data. Our experience offers useful insights as to the effectiveness and limitations of organising CPD programmes to promote interprofessional collaboration and patient-centred care. The role of such programmes in the management of chronic diseases, and their ideal format, should be further explored as they have potential to effect change in practice.","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"9 1","pages":"1834763"},"PeriodicalIF":0.0,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21614083.2020.1834763","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38600036","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: 1

Outcomes in CME/CPD - Special Collection Standardising Outcomes Assessment: Demonstrating the Power of Comparative Outcomes Data. CME/CPD的结果-特别收集标准化结果评估:展示比较结果数据的力量。

Journal of European CME Pub Date : 2020-10-18 DOI: 10.1080/21614083.2020.1832797

Wendy Cerenzia, Desirae Janowiak, Richie Castles, Annette Triebel, Scott Williams, Megan Becker

{"title":"Outcomes in CME/CPD - Special Collection Standardising Outcomes Assessment: Demonstrating the Power of Comparative Outcomes Data.","authors":"Wendy Cerenzia, Desirae Janowiak, Richie Castles, Annette Triebel, Scott Williams, Megan Becker","doi":"10.1080/21614083.2020.1832797","DOIUrl":"https://doi.org/10.1080/21614083.2020.1832797","url":null,"abstract":"One challenge in medical education is the inability to compare and aggregate outcomes data across continuing educational activities due to variations in evaluation tools, data collection approaches and reporting. To address this challenge, Gilead collaborated with CE Outcomes to develop, pilot, and implement a standardized outcomes evaluation across Gilead directed medical education activities around the world. Development of the standardized tool occurred during late 2018, with Gilead stakeholders invited to provide input on the questions and structure of the evaluation form. Once input was captured, a draft evaluation tool was developed and circulated for feedback. Questions were created to collect 1) participant demographic characteristics 2)data on planned changes to practice, key learnings and anticipated barriers, and 3) learner satisfaction with content and perceived achievement of learning objectives. The evaluation tool was piloted in H1 2019 across 7 medical education activities. Revisions based on pilot feedback were incorporated. The evaluation tool was broadly released during H2 2019 and data were collected from over 30 educational activities. By the end of 2019, it was possible to compare outcomes results from individual activities and aggregate data to demonstrate overall educational reach and impact. Continuing education activities provide valuable up-to-date information to clinicians with the goal of improving patient care. While often challenging to highlight the impact of education due to variations in outcomes, this standardized approach establishes a method to collect meaningful outcomes data that demonstrates the collective impact of continuing education and allows for comparison across individual activities.","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"9 1","pages":"1832797"},"PeriodicalIF":0.0,"publicationDate":"2020-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21614083.2020.1832797","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38618793","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: 1

Qualitative Outcomes in CME/CPD: Exploring Non-Linear Contexts and Lived Experiences in Patient-Directed Interventions. CME/CPD的定性结果:探索非线性背景和患者导向干预的生活经验。

Journal of European CME Pub Date : 2020-10-16 DOI: 10.1080/21614083.2020.1834760

Alexandra Howson, Wendy Turell

{"title":"Qualitative Outcomes in CME/CPD: Exploring Non-Linear Contexts and Lived Experiences in Patient-Directed Interventions.","authors":"Alexandra Howson, Wendy Turell","doi":"10.1080/21614083.2020.1834760","DOIUrl":"https://doi.org/10.1080/21614083.2020.1834760","url":null,"abstract":"Qualitative analysis is often used to gather insights about learning, behavioural and practice change. Given the rich detail that qualitative data delivers, we are puzzled at the relative absence of qualitative approaches to outcomes assessment in the field of CME/CPD, especially as patient-directed education becomes increasingly tethered or adjunctive to CME/CPD programmes as a way to directly engage patients in disease self-management and improve health outcomes. Education outcomes for both clinicians and patients are contextualised by norms, motivations, and values that shape how learners interact with education activities and materials. These properties are linked to and shape the mechanisms that drive education outcomes but are rarely the focus of assessments that are often rooted in quantitative, positivist frameworks. In order to illustrate the role that qualitative methodologies can play in outcomes assessment, we describe insights from three education programmes designed to improve the health of patients with specific conditions and outline a range of qualitative methodologies appropriate for outcomes evaluation.","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"9 1","pages":"1834760"},"PeriodicalIF":0.0,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21614083.2020.1834760","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38600034","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

CME in the Time of COVID-19: Educating Healthcare Professionals at the Point-of-care and Improving Performance Outcomes. COVID-19时期的CME:在护理点教育医疗保健专业人员并改善绩效结果。

Journal of European CME Pub Date : 2020-10-16 DOI: 10.1080/21614083.2020.1832798

Janet Damaske, Wendy Walsh, Jennifer McKay

{"title":"CME in the Time of COVID-19: Educating Healthcare Professionals at the Point-of-care and Improving Performance Outcomes.","authors":"Janet Damaske, Wendy Walsh, Jennifer McKay","doi":"10.1080/21614083.2020.1832798","DOIUrl":"https://doi.org/10.1080/21614083.2020.1832798","url":null,"abstract":"UpToDate® is a point-of-care clinical resource used by nearly 2 million clinicians worldwide. Users in the USA and other regions can obtain continuing education credits after researching clinical questions at the point-of-care. As part of the CME credit redemption process, participants provide feedback on the information researched during the UpToDate® learning activity. We examined the impact of UpToDate® searches on clinical decision-making related to COVID-19. Between January 1 and 31 August 2020, UpToDate® added more than 40 topic reviews on various aspects of COVID-19 diagnosis and management, and developed new methods for delivering COVID-19 content to our learners. During the observation period, participants accessed COVID-19-related topic reviews over 7.5 million times. Data collected from CME activity evaluations and user feedback suggested that the learning activity had a significant impact on clinical decision-making. Over 94% reported that they modified their management strategies as a result of using UpToDate®, and 97% reported that use of UpToDate® led to improvement in care. These findings support the benefit of self-directed, point-of-care learning activities on the clinical management of patients during a global pandemic.","PeriodicalId":87300,"journal":{"name":"Journal of European CME","volume":"9 1","pages":"1832798"},"PeriodicalIF":0.0,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21614083.2020.1832798","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38641117","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: 2

What Do Reinforcement and Confidence Have to Do with It? A Systematic Pathway Analysis of Knowledge, Competence, Confidence, and Intention to Change. 强化和自信与它有什么关系?知识、能力、信心和改变意愿的系统路径分析。

Journal of European CME Pub Date : 2020-10-12 DOI: 10.1080/21614083.2020.1834759

Katie Stringer Lucero, Pan Chen

引用次数: 5

Outcomes in CME/CPD - Special Collection: Effect Size Benchmarking for Internet-based Enduring CME Activities. CME/CPD的结果-特别集:基于互联网的持续CME活动的效应大小基准。

Journal of European CME Pub Date : 2020-10-09 DOI: 10.1080/21614083.2020.1832796

Jason J Olivieri, Mary Catherine Downes

引用次数: 2