Search

Purpose: The primary objective was to inventory what is currently known about faculty development (FD) for competency-based medical educations (CBME) and identify gaps in the literature. Methods: A scoping review methodology was employed. Inclusion criteria for article selection were established with two reviewers completing a full-text analysis. Quality checks were included, along with iterative consultation on data collection and consensus decision making via a grounded theory approach. Results: The review identified 19 articles published between 2009 and 2018. Most articles (N = 15) offered suggestions as to what should happen with FD in CBME, but few (N = 4) adopted an experimental design. Six main themes were identified with three main features of FD noted across themes: (1) The importance of direct and timely feedback to faculty members on their teaching and assessment skills. (2) The role of establishing shared mental models for CBME curricula. (3) That FD is thought of longitudinally, not as a one-time bolus. Conclusion: This work illustrates that there is limited, high quality research in FD for CBME. Future FD activities should consider employing a longitudinal and multi-modal program format that includes feedback for the faculty participants on their teaching and assessments skills, including the development of faculty coaching skills. [ABSTRACT FROM AUTHOR]

Introduction: At present there is no curriculum to guide physician lifelong learning in a prescribed, deliberate manner. The Conjoint Committee on Continuing Medical Education, a group representing 16 major stakeholder organizations in continuing medical education, recommends that each specialty society and corresponding board reach consensus on the competencies expected of physicians in that specialty. Experts in a specialty will define content-based core competencies in the areas of patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice. These competencies, when cross-referenced with expertise, comprise a framework for specialty curricula and board maintenance of certification programs. The American Academy of Ophthalmology and the American Board of Ophthalmology already have implemented this recommendation. Their work is reported as a model for further development. A competency-based curriculum framework offers a foundation for continuing medical education in diverse practice settings and provider organizations. [ABSTRACT FROM AUTHOR]

Introduction: A key concept for general practice nowadays is that of patient-centred medicine. In this model the physician's aim is to integrate the patient's experience of illness with the conventional understanding of disease, trying to reconcile the patient's agenda with his/her own. This paper describes a preliminary experience of a CME course on patient-centred medicine in Italy. Aim and Methods: The article focuses on a 7 hour course for teaching patient-centred medicine to Italian general practitioners. Assessment of the course was done both in terms of learner satisfaction and efficacy. Learner satisfaction was evaluated by a questionnaire with a 6-point Likert scale and course efficacy by a pre/post-paper-and-pencil test. Findings and Discussion: The pilot course on patient-centred medicine seems to obtain high satisfaction in participants. Furthermore, an increase in competence with regards to patient-centredness resulted after the course. The pilot study represents the first Italian CME seminar on patient-centred medicine. Results obtained both in terms of satisfaction and efficacy suggest that the CME course is a valid educational tool. The opportunity to extend the experience to a higher number of participants is therefore recommended. [ABSTRACT FROM AUTHOR]

Purpose – This paper is concerned with the use of overlap as a conversational strategy. Specifically, the purpose of this paper is to investigate overlap types and the locations at which they occur in Dispute an Iranian live TV program. Design/methodology/approach – The two hour Iranian live TV program Dispute was video-taped. Ten minutes of this program was chosen randomly. The distinctive feature of this program was that it occurred naturally and was broadcasted on November 28, 2014. The minutes/seconds in which the technique, overlap, occurred were noted for detailed analysis. Finally, the selected excerpts were transcribed based on Jefferson’s (1983) transcription conventions. These transcriptions which include showing the overlaps, pauses, immediate turn taking, etc. are shown in both Farsi and English versions of the data based on Jefferson. The transcribed data, were analyzed for determining instances of overlaps and their function. Findings – The analysis found four functions for overlap as floor-taking, objection, confirming, and continuing. The last two functions, confirming and continuing, are somewhat similar. This similarity may be due to their similar roles in saving face (i.e. both of them are Face Saving Acts). What the present analysis shows, is that “continuing” function has some degrees of “confirming” first. Another understanding is drawn from the confirmatory function of overlap and its close relation with backchannel functions. Backchannels are functions in which listeners send signals of agreement (also confirming) and enthusiasm in what is being said by the speaker. Research limitations/implications – One difficulty was the transcription of overlapped utterances, because in some cases, more than two persons talked simultaneously and it needed to be listened so many times with concentrated and focussed attention. Practical implications – The implications concern three areas of research: communicating with other cultures, media studies, and journalistic English. Most overlaps were as a result of impatience, haste, and the need to be approved of. This kind of behavior may be rooted in cultural matters of Iranians. There are implications, thus, for raising cultural differences matters conducting comparative studies. Issues like word choice, participants’ way of looking and gazes to each other, their pauses, tone, intonation, hedges, etc. may be of interest to delicate journalistic studies. Originality/value – There are many studies in the field of discourse and conversation analysis which focus specifically on overlaps, but not any one of them focussed on a Dispute as their data. This study with its focus on a specific type of discourse, that is dispute, is an original one which, to the knowledge of the researcher, has not been carried out in any other study. The results of this study which is the identification of four types of overlaps were also original and not have been encountered elsewhere by the researcher. [ABSTRACT FROM AUTHOR]

Introduction: Globally, healthcare regulatory bodies require providers of academic programs to involve service users in the design and delivery of education, yet concrete and tested directions for operationalising this are lacking. Service users' involvement in education is often passive, ad‐hoc and tokenistic, with limited input at the program development level. Aim: To explore the co‐design processes and outcomes of a collaborative revision of an Australian post‐registration mental health nursing curriculum. Method: Using qualitative case study design, the experiences and collaborative practices of five stakeholders (one mental health service user, two carers and two academics) co‐designing a post‐registration mental health nursing curriculum were explored. Results: Commonly identified barriers to meaningful involvement were overcome through planning and collaborative execution of the group's work. Participants reported a strong sense of successful collaboration in reviewing the curriculum, trusting relationships and mutual respect. Discussion: While it was possible to support and augment stakeholder knowledge in the context of post‐registration education, co‐design processes were ultimately bound by the university's relatively inflexible bureaucratic context. Implications for Practice: To ensure effective stakeholder collaboration beyond classroom teaching, mental health nurse academics must prepare service users for the role, explaining the language and practices of the tertiary health education and nursing context. As part of co‐design processes, organisational mandates must be explored and negotiated, and mutual clarity regarding expectations and roles must be established. A Design Thinking approach can support meaningful engagement of stakeholders in curriculum development. [ABSTRACT FROM AUTHOR]

Working in the perioperative context is complex and challenging. The continual evaluation in this environment underscores the need for adaptability to technological advancements, and requires substantial allocation of resources for training and education. This study aimed to explore personality characteristics of nurse anesthetists and surgical nurses that are instrumental for sustainable employability in technologically advanced environment. Exploratory, cross-sectional survey study including nurse anesthetists and surgical nurses, both certified and in training, and a sample of the normative Dutch population. Personality characteristics were identified with the Big Five Inventory, which consisted of 60 items answered on a five-point Likert scale (strongly disagree to strongly agree). Specific personality traits were found for nurse anesthetists and surgical nurses when compared to the normative Dutch population. Traits of both nurse anesthetists and surgical nurses differed significantly on all domains of the Big Five Inventory, with the largest differences found within the dimension negative emotionally. This study highlights the role of specific personality traits in maintaining employability within the rapidly evolving and technologically advanced landscape of healthcare. It emphasizes the relationship between individual traits and professional excellence, being crucial educational strategies for overall improvement in healthcare. What is already known • Understanding of the personality characteristics of nurses is needed to create a strategic vision of healthcare innovation. • Technological innovations in healthcare require specific training and education resources for nurses to function as experts. • Advancements in complex surgical practice requires approaches for the synergy of human skills and technological integration. What this paper adds • Specific personality traits are important to maintain employability of nurses in the rapidly evolving perioperative context. • The relationship between individual traits and professional excellence is crucial for overall improvement in healthcare. • Personality traits are essential in the selection process of students and sustainable employability in advanced environments. [ABSTRACT FROM AUTHOR]

Literacy is a major component of human capital formation and fundamental to any programme of social and economic progress. While the importance of having a proper education is continually stressed by various governments and the society, yet the level of literacy still remains low in Nigeria. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) in a paper 'Education for all' presented in Delhi on December 1993 suggests an 80% access to basic education in order to achieve a sustainable level of learning skills by the larger population. This set the human development landmark of the decade in Nigeria. An optimum level of education can only be sustained when there is a complete removal of illiteracy from among a country's citizens. This will require a major emphasis on character-building. In recent times, there has been an increasing realisation of the critical importance of adult education. Yet the determination and political will to promoting it has been hardly inadequate when compared to the immense enormity and urgency of the task. Despite the commendable work done by educational bodies, government and non-governmental organisations in Nigeria to bring education closer to its citizen, there are still troubling inefficiencies and problems in planning and implementation of policies. However, this paper seeks ways to improve on the situation and suggest ways of attaining optimum education and development for Nigeria. [ABSTRACT FROM AUTHOR]

Prescribed medication may lead to significant morbidity or mortality as a result of these medications causing adverse events, or because of a prescribing error. E-learning is a common tool used in supporting training in prescribing. This paper describes the development of an e-learning course and the subsequent evaluation undertaken by the users with the aim of obtaining an effective e-learning course for prescribing. The e-learning course was developed by general practitioners and pharmacists and focussed on the principles of good prescribing, examined the common reasons for prescribing errors, and was evaluated using self-reported quantitative and qualitative measures. Scores significantly increased on an assessment given before and after the course. The majority of respondents reported that the e-learning course had a positive impact on prescribing knowledge, skills and attitudes, with medication reviews the top area where a change in prescribing practice was reported. Over 90% of the respondents agreed that the e-learning course was easy to use and a useful part of their continuing professional education. This study shows that clinicians recognise the on-going need for training in prescribing, but the lack of training is one of the factors contributing to errors, which suggests that more education is needed, not just for GPs in training, but for qualified GPs as well. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Atencao Primaria a Saude is the property of Revista de Atencao Primaria a Saude and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It's conference time again! There is an exciting programme in prospect in this year's biennial Health Libraries Group (#HLG2018) conference covering key elements of library and information workers' daily practice. Uppermost in everyone's mind is the importance of ongoing personal and professional development with the Health Libraries Group Continuing Professional Development Panel putting this into practice as they host regional peer support sessions for presenters in the period leading up to the conference. As the official journal of the Health Libraries Group, the Health Information and Libraries Journal is similarly keen to support presenters in the practical task of translating their presentations into papers. Do get in touch if you would like advice on what to do next. [ABSTRACT FROM AUTHOR]

New Zealand has a rapidly expanding health information technology (IT) development industry and wide-ranging use of informatics, especially in the primary health sector. The New Zealand government through the National Health IT Board (NHITB) has promised to provide shared care health records of core information for all New Zealanders by 2014. One of the major barriers to improvement in IT use in healthcare is the dearth of trained and interested clinicians, management and technical workforce. Health Informatics New Zealand (HINZ) and the academic community in New Zealand are attempting to remedy this by raising awareness of health informatics at the 'grass roots' level of the existing workforce via free 'primer' workshops and by developing a sustainable cross-institutional model of educational opportunities. Support from the NHITB has been forthcoming, and the workshops started in early 2013, reaching out to clinical and other staff in post around New Zealand. [ABSTRACT FROM AUTHOR]

Acta Stomatologica Croatica journal has followed lectures, scientific and professional activities of the School of Dental Medicine faculty for 46 years and has been a source of information for all dentists in the Republic of Croatia. All the editors-in-chief were appointed directly from the faculty and were the cornerstone of the journal's survival. Since Acta was the only referent journal of dental medicine in Croatia, it enabled the school's professors to fulfill specific conditions in order to advance to higher professional levels. The emergence of the journal in the electronic form in 2006 enabled its wider acceptance abroad and allowed for more foreign authors to publish their papers whereas the influence of the domestic authors was somewhat reduced. The author of this text points out the fact that domestic authors are not sufficiently represented in the journal. The author also suggests a more active approach by the school teaching staff towards the journal despite the fact that the published papers do not offer the opportunity for academic advancement. [ABSTRACT FROM AUTHOR]

We show that any right continuing factor code with retract 0 into an irreducible shift of finite type is right eresolving, and we give some sufficient conditions for a right eresolving almost everywhere code being right eresolving everywhere. Suberesolving codes as a generalization of eresolving codes have been introduced and we determine some shift spaces which preserved by suberesolving codes. Also, we show that any bi-eresolving (resp. bi-suberesolving) code on an irreducible shift of finite type (resp. a synchronized system) is open (resp. semi-open) and any right suberesolving code on a synchronized system is right continuing almost everywhere. [ABSTRACT FROM AUTHOR]

Substantial emphasis is being placed on continuing professional education (CPE) by accounting professional associations throughout the world. Instructional approaches in accounting have come under the scrutiny of accounting educators and professional institutions. Although prior research has found individual learning styles and personal traits could influence the choice of instructional methods, perceived professional obsolescence is the main reason behind the increased emphasis on mandatory CPE in accounting. This paper attempts to investigate whether there is a relationship between instructional approaches and the perceived nature of professional obsolescence in CPE courses in accounting. CPE literature identifies two generic instructional approaches: (1) andragogy and (2) pedagogy. This study identifies two aspects of obsolescence in accounting: (1) obsolescence in areas of knowledge and (2) obsolescence in skills and practices pertaining to sectors of activity. The findings of this study indicate that obsolescence in the core areas of accounting knowledge and in established sectors of accounting is frequently dealt with by using andragogy and obsolescence in peripheral areas of accounting knowledge and less established sectors of accounting is frequently dealt with by using pedagogy. [ABSTRACT FROM AUTHOR]

This paper describes the development and content of palliative care residential workshops for general practitioner/district nurse pairs from the same practice. Pre- and post-testing self-rating scales were completed by the participants of five workshops. A retrospective questionnaire identified perceived effects on practice in terms of patient and family care, and the impact of having attended with a professional colleague. Demographic data are presented followed by respondents' perceived changes in practice following the workshop. These are supported by clinical examples. Respondents were able to identify specific effects of having attended with a colleague and offered supporting examples from their practice. The difficulties and limitations in the use of self-rating scales are discussed along with the possible effects of such methods on course content and development. Recommendations are made for further study. [ABSTRACT FROM PUBLISHER]

Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: To evaluate the impact of an intervention consisting of a 1‐day continuing professional development (CPD) education programme on the International Caries Classification and Management System (ICCMS™), and monthly performance feedback, and to promote minimally invasive dentistry (MID) for children aged under 12 years in an Australian community dental agency. The a priori hypotheses assumed the intervention would increase preventive services, and treatment demand was met. Methods: A quasi non‐randomized controlled trial with convenience sampling method was adopted. Fourteen dental practitioners received the intervention. The prevalence of dental caries and gingivitis in Australian children was used to determine the treatment demand and used as the performance benchmark. Ten types of preventive and non‐preventive dental services were examined. A Difference‐in‐Differences (DiD) of 12‐month pre‐ (baseline) and post‐intervention analysis was performed. Results: The intervention group demonstrated increases in topical fluoride application and dietary analysis and advice services. The standard care group had increases in oral prophylaxis or scale and clean, topical fluoride application and oral hygiene instructions (p‐value <0.05). The DiD analysis confirmed the above findings in the intervention group, while other preventive services declined. In the intervention group, the performance benchmark for oral prophylaxis or scale and clean and oral hygiene instructions was met at baseline and post‐intervention. Conclusions: Only a few preventive services had already met the performance benchmark. The intervention was associated with varied changes to preventive and non‐preventive dental services. More robust study design addressing the study limitations and validating the performance benchmark is required. [ABSTRACT FROM AUTHOR]

Background: Despite the challenges the COVID-19 pandemic placed on libraries' existing workflows and operations, many librarians developed and debuted new services that addressed novel needs that emerged during the pandemic. This report describes how two electronic resource librarians at regional hospitals within a healthcare corporation used exhibition platforms to showcase resident research in an online format as a complement to in-person resident research programming. Case Presentation: Over the course of the pandemic, two exhibition platform variants were implemented, one year apart. This case report describes how each platform was developed. The first online event was conducted using a virtual exhibit platform to minimize in-person contact. The second online event, held the following year, blended a traditional live event with virtual elements using the online exhibit platform. To ensure completion of tasks, project management techniques were adopted throughout the event planning process. Conclusions: The pandemic created opportunities for hospitals to explore transforming meetings from primarily live and onsite into hybrid and fully virtual events. While many corporate hospitals have transitioned back to primarily in-person programming, newly adopted online practices such as online judging platforms and automation of continuing medical education tasks will likely remain. As in-person restrictions within healthcare settings are lifted or eased at uneven rates, organizations may continue to explore the value of in-person meetings versus the video conference experience of the same meeting. [ABSTRACT FROM AUTHOR]

Background: Evidence-based care has become critical in raising the quality of medical facilities. The implementation of evidence-based practice helps medical practitioners make better clinical decisions. Objective: The objective of this study was to investigate whether the innovative flipped teaching model could be as effective as the conventional teaching model in terms of knowledge, attitude, and practice and to confirm the continuous effect. Design: A quasi-experimental design using the flipped and conventional learning groups concurrently with repeat measurements was used. Setting: The setting was a 475-bed regional teaching hospital in Taiwan, from March to July 2020. Participants: The study included 114 licensed nurses who had worked longer than three months, with 57 participants each in two groups. Methods: The participants were assigned to two groups using a block randomization method. All participants completed questionnaires related to knowledge, attitude, and practice of EBP at four-time points: pre-test (T0) and immediately after intervention (T1), at month 1 (T2), and at month 3 (T3). Analysis of repeated generalized estimating equations was used. Results: The flipped and conventional learning groups had significant differences in knowledge, attitude, and practice at the T0 and T1 (p < 0.05). The flipped group was higher than the conventional group at T3 in the knowledge score (p = 0.001) and lower than the conventional group at T2 in the attitude score (p = 0.010). There were no significant differences between the two groups' practice scores at different time points. There were no significantly different score changes for knowledge, attitude, and practice (p > 0.05). The interaction term only at T3 vs. T0 in the knowledge score was slightly different (p = 0.049) in primary outcome. Conclusion: The intervention methods of both groups were effective. Flipped learning is more flexible and has more time for discussion, which nurses favor. Under the policy promoted in the hospital, EBP combined with the nursing advancement system was standardized, and conventional learning also improved the learning effect. [ABSTRACT FROM AUTHOR]

Background/Aim. Continuing Medical Education (CME), conceptualised as lifelong learning (LLL) aims at improving human resources and continuing professional development. Various documents of European institutions underline its key importance. This paper therefore tries to analyse the current status of CME and the main deficits in the delivery of LLL courses at medical faculties in Serbia with special consideration of the Faculty of Medicine in Belgrade with detailed financial data available. Methods. Data of 2,265 medical courses submitted in 2011 and 2012 for accreditation were made available, thereof 403 courses submitted by 4 medical faculties in Serbia (Belgrade, Kragujevac, Niš, Novi Sad). A subset of more detailed information on 88 delivered courses with 5,600 participants has been provided by the Faculty of Medicine, Belgrade. All data were transferred into an Excel file and analysed with XLSTAT 2009. To reduce the complexity and possible redundancy we performed a principal component analysis (PCA). Correlated component regression (CCR) models were used to identify determinants of course participation. Results. During the 2-year period 12.9% of all courses were submitted on pre-clinical and 62.4% on clinical topics, 12.2% on public health, while 61.5% of all took place in Belgrade. The subset of the Faculty of Medicine, Belgrade comprised 3,471 participants registered with 51 courses accredited and delivered in 2011 and 2,129 participants with 37 courses accredited and delivered in 2012. The median number of participants per course for the entire period was 45; the median fee rates for participants were 5,000 dinars in 2011 and 8,000 in 2012, resulting together with donations in a total income for both years together of 16,126,495.00 dinar or almost 144,000.00 euro. This allowed for a median payment of approximately 90 eur per hour lectured in 2011 and 49 euro in 2012. The 2 factors, D1 (performance) and D2 (attractiveness), identified in the PCA for Medical Faculties in Serbia, explain 71.8% of the variance. Most relevant are the duration of the courses, credit points, and hours per credit point gained by lecturers and participants respectively. In the PCA for Belgrade D1 and D2 explain 40.7% of the total variance. The CCR on the number of participants reveals the highest positive impact from the number of lecturers per course and the expenditure on amenities, the highest negative impact from the total income collected per participant. Conclusion. The faculties of medicine in Serbia should reconsider the entire structure of their organisation of CME, especially to improve the quantity and quality of registration limit the course fee rates per hour and reduce administrative and other costs request lecturing in CME programmes as obligatory for academic promotion and organise a focussed marketing. [ABSTRACT FROM AUTHOR]

This paper critically reflects on the pedagogical approach underlying a professional development course in eLearning. The aim of the course was to teach faculty-based eLearning officers the necessary practical and theoretical skills to fulfil their roles in supporting Faculties with eLearning initiatives. Whilst the course was successful - judged in terms of the pass rate and course evaluations - it was felt that the underlying pedagogy could be improved by taking the affective domain into consideration. In particular, there were issues with the perceived relevance of the course, participants' confidence in their abilities and the perceived value of the Certificate Course in the context of participants ' careers. The proposed revisions are presented and discussed in order to offer a revised learning design to place attention on the affective domain in continuing professional development. [ABSTRACT FROM AUTHOR]

This AMEE guide provides a robust framework and practical strategies for health professions educators to enhance their writing skills and engage in successful scholarship within a collaborative writing team. Whether scholarly output involves peer-reviewed articles, book chapters, blogs and online posts, online educational resources, collaborative writing requires more than the usual core writing skills, it requires teamwork, leadership and followership, negotiation, and conflict resolution, mentoring and more. Whilst educators can attend workshops or courses to enhance their writing skills, there may be fewer opportunities to join a community of scholars and engage in successful collaborative writing. There is very little guidance on how to find, join, position oneself and contribute to a writing group. Once individuals join a group, further questions arise as to how to contribute, when and whom to ask for help, whether their contribution is significant, and how to move from the periphery to the centre of the group. The most important question of all is how to translate disparate ideas into a shared key message and articulate it clearly. In this guide, we describe the value of working within a collaborative writing group; reflect on principles that anchor the concept of writing as a team and guide team behaviours; suggest explicit strategies to overcome challenges and promote successful writing that contributes to and advances the field; and review challenges to starting, maintaining, and completing writing tasks. We approach writing through three lenses: that of the individual writer, the writing team, and the scholarly product, the ultimate goal being meaningful contributions to the field of Health Professions Education. [ABSTRACT FROM AUTHOR]

Large discrepancies exist between standards of healthcare provision in high-income (HICs) and low and middle-income countries (LMICs). The root cause is often financial, resulting in poor infrastructure and under-resourced education and healthcare systems. Continuing professional education (CPE) programmes improve staff knowledge, skills, retention, and practice, but remain costly and rare in low-resource settings. One potential solution involves healthcare education collaborations between institutions in HICs and LMICs to provide culturally appropriate CPE in LMICs. To be effective, educational partnerships must address the challenges arising from differences in cultural norms, language, available technology and organisational structures within collaborating countries. Seven databases and other sources were systematically searched on 7 July 2020 for relevant studies. Citations, abstracts, and studies were screened and consensus was reached on which to include within the review. 54 studies were assessed regarding the type of educational programme involved, the nature of HIC/LMIC collaboration and quality of the study design. Studies varied greatly regarding the types and numbers of healthcare professionals involved, pedagogical and delivery methods, and the ways in which collaboration was undertaken. Barriers and enablers of collaboration were identified and discussed. The key findings were: 1. The methodological quality of reporting in the studies was generally poor. 2. The way in which HIC/LMIC healthcare education collaboration is undertaken varies according to many factors, including what is to be delivered, the learner group, the context, and the resources available. 3. Western bias was a major barrier. 4. The key to developing successful collaborations was the quality, nature, and duration of the relationships between those involved. This review provides insights into factors that underpin successful HIC/LMIC healthcare CPE collaborations and outlines inequities and quality issues in reporting. [ABSTRACT FROM AUTHOR]

Our paper describes the design and development of a set of online professional development modules to support academic staff in improving and enhancing their teaching. We show how we created a learning design to allow staff to quickly and easily develop their teaching in line with University performance expectations whilst also providing staff with a sound basis for documenting their professional development using a newly created ePortfolio tool. We present data from the evaluation of the modules and discuss a research project for evaluating the ultimate impact of this initiative on student learning. [ABSTRACT FROM AUTHOR]

Introduction: Demonstrating the effectiveness of the rapidly expanding field of electronic continuing education (e-CE) has important implications for CE in the health professions. This study provides an update on evidence from randomized controlled trials (RCTs) assessing the effectiveness of e-CE in the health professions. Methods: A literature search of RCTs was performed in MEDLINE, EMBASE, and CINAHL from 2004 to 2007. Papers were reviewed separately by 2 of the authors and results were categorized and reviewed according to study comparisons. Results: Fifteen studies met our inclusion criteria. Six compared e-CE to no intervention or placebo. Of these 6 studies, 4 showed a statistically significant advantage of the e-CE intervention and 2 showed no significant effect. Two studies compared e-CE to a lecture. Of these, 1 showed an advantage of e-CE and 1 showed no difference. Two studies compared e-CE to a small-group interactive intervention. In both studies, the e-CE group outperformed the control. Two studies compared a multicomponent e-CE intervention to one based on flat text, and both showed the multicomponent intervention to be more effective. Two of the 15 studies demonstrated a statistically significant effect on practice patterns. Positive effects of e-CE on knowledge were shown to persist for up to 12 months and effects on practice up to 5 months. Discussion: Overall, these studies suggest that multicomponent e-CE interventions can be effective in changing health professionals' practice patterns, and improve their knowledge. E-CE interventions based purely on flat text appear to be of limited effectiveness in changing either knowledge or practice. These results support the use of multicomponent e-CE as a method of CE delivery. [ABSTRACT FROM AUTHOR]

Many of the assumptions about the “adult, self-directed learner” that form the basis of the current model of formal continuing education delivery are largely unsupported by the literature. Yet most practitioners maintain competence despite the apparent flaws in this model. After elaborating a set of problematic assumptions regarding the current construction of the self-regulating professional learner who uses formal continuing education to maintain competence, this paper explores another likely source for the learning that allows practitioners to engage in their own continuing professional development: the process of learning from their personal experiences of solving problems in their daily practice. [ABSTRACT FROM AUTHOR]

Training physicians in systems-based practice is a well-recognized need, yet achieving this objective has been slower than would be expected. Our continuing medical education (CME) efforts have a great influence on how physicians learn and what they learn. Merging the need to provide ongoing education with the need to help physicians become more system minded and more proficient systems managers provides great opportunities for the CME community. This paper explores the role of CME in training physicians in systems-based practice. [ABSTRACT FROM AUTHOR]

Abstract Recent progress in information technology hardware and the spread of the Internet have opened a variety of new ways for many fields. Although slower than the business field to catch up with these new developments, the educational field has gradually migrated towards the World-wide web, mostly under the slogan of free, accessible education, to and from anyplace, at anytime. This development triggered an important shift from the teaching paradigm to the learning paradigm. However, slow network speed hindered the first learning environments from being more than simple, electronic text-books. The latest trends making use of increased bandwidths and integrating various media to enhance learning. Moreover, for obtaining learner-oriented, customised learning environ-ments, intelligent tutoring techniques are being adapted and developed for the web. This paper presents these trends on one hand, but on the other hand, also addresses the dangers and pitfalls that such an avalanche of change can bring and stresses the task of ensuring that the real goal of enhancing and improving learning is not overlooked. [ABSTRACT FROM AUTHOR]

Introduction: Despite widespread concern about pediatric obesity, health care professionals report low proficiency for identifying and treating this condition. This paper reports on the evaluation of pediatric overweight assessment and management training for clinicians and staff in a managed care system. The training was evaluated for its impact on assessment practices and utilization of management tools. Methods: A delayed-control design was utilized to measure the effects of two 60-minute interactive Continuing Medical education (CME) trainings for the pediatric health care teams. Chart abstraction was conducted at 0-, 3- and 6-months after training, recording the proportion of charts containing the recommended assessment methods and management tools. Results: The training was associated with a significant increase in the utilization of some tools and practices, including charting BMI-for-age percentile (p<0.001) and using a nutrition and activity self-history form (p<0.001). Overall, from baseline to 3-months post training, charting BMI-for-age percentiles increased from zero to 25.2% and utilization of the self-history form increased from zero to 35.3%. These increases were sustained at 6-months post training. Other tools guiding clinician counseling were less widely utilized, although a behavioral prescription pad was used with 20% of overweight patients. Discussion: A modest investment in clinician and staff training designed to be feasible in a clinical setting was associated with substantial increases in the use of appropriate tools and practices for the assessment and management of pediatric overweight. Such training may help to augment and improve the processes of pediatric health care delivery for addressing overweight. The training provides a viable model for future CME efforts in other health care settings. [ABSTRACT FROM AUTHOR]

Introduction: Clinicians report a low proficiency in treating overweight children and using behavioral management strategies. This paper documents the design and implementation of a training program to improve clinicians' skills in the assessment and behavioral management of pediatric overweight. Methods: Two one-hour CME trainings were designed using published guidelines, research findings, and expert committee recommendations. The trainings were provided to clinicians of a managed care pediatric department, utilizing novel screening and counseling tools, and interactive exercises. Surveys and focus groups were conducted 3 and 6 months post intervention to examine clinician attitudes and practices regarding the screening and counseling tools. Results: Post intervention, the majority of clinicians agreed that the clinical practice guidelines (Pediatric Obesity Practice Resource) and BMI-for-age percentile provided useful information for clinical practice. Clinicians reported an increased utilization of the recommended screening tools and changes in office practices to implement these tools. They offered suggestions to improve the ease of use of the tools and to overcome perceived clinician and/or patient barriers. Discussion: A brief, cost effective, multi-faceted training and provision of counseling tools were perceived as helpful to clinical practice. Useful lessons were learned about tool design and ways to fit tools into practice. Training the entire health care team is advantageous to the adoption of new tools and practices. [ABSTRACT FROM AUTHOR]

The Conjoint Committee on Continuing Medical Education has developed a position paper, a set of recommendations, and next steps in the reform of continuing medical education (CME). The Accreditation Council for Graduate Medical Education (ACGME) sets standards for and accredits residency programs in graduate medical education and is not directly involved with CME. This article offers a perspective about the Conjoint Committee's recommendations from the executive director of the ACGME. It is a personal rather than an organizational perspective. Each of the 7 recommendations of the Conjoint Committee offers some opportunity for the ACGME and identifies issues that confront medical educators and accreditors at earlier stages of the formation of physicians. The Conjoint Committee's report also exposes the painful reality that organized medicine is almost hopelessly fragmented at a time when it is important to work together. Earlier efforts to produce a more coherent system of professional oversight have failed, but several emerging realities now may make possible what was not before. These include a common language for the competencies needed to practice medicine, common metrics of competence, technologic advances in learning portfolios, conceptual advances about the use of data on physician competence, and an inexorable focus on improvement of patient care. The possibility of patient-centered rather than profession-centered oversight is emerging. The most profound consequence of the Conjoint Committee's work may be a new organizational model, based on readily available data, that enhances trust. If so, a radical transformation of the accreditation of medical education will follow. [ABSTRACT FROM AUTHOR]

Faculty Development (FD) plays a key role in supporting education, especially during times of change. The effectiveness of FD often depends upon organizational factors, indicating a need for a deeper appreciation of the role of institutional context. How do organizational factors constrain or enhance the capacity of faculty developers to fulfil their mandates? Using survey research methodology, data from a survey of FD leaders at Canadian medical schools were analyzed using Bolman and Deal's four frames: Symbolic, Political, Structural, and Human Resource (HR). In the Symbolic frame, FD leaders reported lack of identity as a FD unit, which was seen as a constraining factor. Within the Political frame, developing visibility was seen as an enhancing factor, though it did not always ensure being valued. In the Structural frame, expanding scope of practice was seen as an enhancing factor, though it could also be a constraining factor if not accompanied by increased resources. In the HR frame, a sense of instability due to changing leadership and uncertainty about human resources was seen as a constraining factor. While broadening the mandate of FD can generally be considered as positive, it is imperative that it is appropriately resourced and accompanied by recognition of FD as a valued contributor to the educational mission. [ABSTRACT FROM AUTHOR]

Scholarship in Health Professions Education is not just original research, it also includes study of educational processes, and application of new knowledge to practice. The pathways to successful scholarship are not always clear to novice educators. In this article, we describe strategies to establish a Community of Scholars (CoS), where more experienced and senior members guide junior members in scholarship to advance the field. Drawing on Lave and Wenger's concepts of Communities of Practice (CoP), we describe twelve practical tips, which include generation of a shared vision, formation of a global community of scholars, engagement in scholarly initiatives, and development of a professional identity, categorised under three major steps: establish, grow, and sustain the community. The tips embrace inclusivity for diverse cultural contexts which further provide opportunities for Health Professions Educators, interested in forming communities of practice, to work on scholarly outputs and add value to the professional arena. [ABSTRACT FROM AUTHOR]

Copyright of SMAD Revista Electronica Salud Mental, Alcohol y Drogas is the property of Universidade de Sao Paulo, Escola de Enfermagem de Ribeirao Preto and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Universidad Médica Pinareña is the property of Editorial Ciencias Medicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hospital a Domicilio is the property of Centro Internacional Virtual de Investigacion en Nutricion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

COVID-19 has fundamentally altered how education is delivered. Gordon et al. previously conducted a review of medical education developments in response to COVID-19; however, the field has rapidly evolved in the ensuing months. This scoping review aims to map the extent, range and nature of subsequent developments, summarizing the expanding evidence base and identifying areas for future research. The authors followed the five stages of a scoping review outlined by Arskey and O'Malley. Four online databases and MedEdPublish were searched. Two authors independently screened titles, abstracts and full texts. Included articles described developments in medical education deployed in response to COVID-19 and reported outcomes. Data extraction was completed by two authors and synthesized into a variety of maps and charts. One hundred twenty-seven articles were included: 104 were from North America, Asia and Europe; 51 were undergraduate, 41 graduate, 22 continuing medical education, and 13 mixed; 35 were implemented by universities, 75 by academic hospitals, and 17 by organizations or collaborations. The focus of developments included pivoting to online learning (n = 58), simulation (n = 24), assessment (n = 11), well-being (n = 8), telehealth (n = 5), clinical service reconfigurations (n = 4), interviews (n = 4), service provision (n = 2), faculty development (n = 2) and other (n = 9). The most common Kirkpatrick outcome reported was Level 1, however, a number of studies reported 2a or 2b. A few described Levels 3, 4a, 4b or other outcomes (e.g. quality improvement). This scoping review mapped the available literature on developments in medical education in response to COVID-19, summarizing developments and outcomes to serve as a guide for future work. The review highlighted areas of relative strength, as well as several gaps. Numerous articles have been written about remote learning and simulation and these areas are ripe for full systematic reviews. Telehealth, interviews and faculty development were lacking and need urgent attention. [ABSTRACT FROM AUTHOR]

Science requires that we are always current with research, techniques, and tools but what are the best approaches for continuing education? The presenters in this session described a range of approaches used in universities, government bodies, and industry. [ABSTRACT FROM AUTHOR]

Medical students have personalities that are often shown to be perfectionistic. Perfectionism can manifest as maladaptive and lead to psychological distress. This study examined the mediating role of perfectionism on the association between personality trait profiles and levels of psychological distress. First-year medical students completed a questionnaire containing measures of personality, perfectionism (Concern over Mistakes: CoM), stress, anxiety and depression. Latent profile analysis classified students based on their personality traits and identified a profile vulnerable to psychological distress. Structural equation models examined the mediation effects of perfectionism on the relationship between the vulnerable personality profile and distress. The sample totalled 376 (84% response). The vulnerable personality profile was highest in Harm Avoidance, lowest in Self-Directedness, and significantly correlated with the highest Perfectionism-CoM. High Perfectionism-CoM was associated with the highest levels of stress, anxiety and depression. Perfectionism-CoM was a significant mediator for the relationship between personality and higher levels of psychological distress. Certain personality profiles are predisposed to psychological distress such as anxiety, stress and depression. Perfectionism, as a mediator between personality and psychological distress, may be a target strategy to help increase students' self-acceptance, and self-awareness of their perfectionistic tendencies and lower their vulnerability to poor mental health. [ABSTRACT FROM AUTHOR]

Background: Although helping people living with HIV manage their antiretroviral therapy is a core competency of HIV nursing care, no educational intervention has sought to strengthen this competency. Thus, we codeveloped a simulation of a virtual patient (VP) having difficulty adhering to treatment to foster the relational skills that nurses require in such situations.Objective: This viewpoint paper aims to describe the codevelopment process and the content of VP simulation, as well as the challenges encountered and the strategies used to overcome them.Methods: We use a collaborative and iterative approach to develop the simulation based on qualitative evidence, theoretical approaches (strengths-based nursing, motivational interviewing [MI], and adult learning theories), and expert recommendations. We carried out 2 main phases: (1) planning the simulation development and (2) designing the simulation content, sequence, and format. We created the script as if we were writing a choose-your-own-adventure book. All relational skills (behavior change counseling techniques derived from MI) were integrated into a nurse-patient dialogue. The logic of the simulation is as follows: if the nurse uses techniques consistent with MI (eg, open-ended questions, summarizing), a dialogue is opened up with the VP. If the nurse uses relational skills inconsistent with MI (eg, providing advice without asking for permission), the VP will react accordingly (eg, defensively). Learners have opportunities to assess and reflect on their interventions with the help of quizzes and feedback loops.Results: Two main challenges are discussed. The most salient challenge was related to the second phase of the VP simulation development. The first was to start the project with divergent conceptions of how to approach the VP simulation-the simulation company's perspective of a procedural-type approach versus the clinical team's vision of a narrative approach. As a broad strategy, we came to a mutual understanding to develop a narrative-type VP simulation. It meshed with our conception of a nurse-patient relationship, the values of strengths-based nursing (a collaborative nurse-patient relationship), and the MI's counseling style. The second challenge was the complexity in designing realistic relational skills in preprogrammed and simulated nurse-patient dialogue while preserving an immersive learning experience. As a broad strategy, we created a collaborative and work-in-progress writing template as a shared working tool.Conclusions: Our experience may be helpful to anyone looking for practical cues and guidance in developing narrative VP simulations. As relational skills are used by all nurses-from novices to experts-and other health care practitioners, focusing on this clinical behavior is a good way to ensure the simulation's adaptability, sustainability, and efficiency. [ABSTRACT FROM AUTHOR]

Aims and objectives: To examine the association between registered nurses' (referred to as "nurses" for brevity) shifts of 12 hr or more and presence of continuing educational programmes; ability to discuss patient care with other nurses; assignments that foster continuity of care; and patient care information being lost during handovers. Background: The introduction of long shifts (i.e., shifts of 12 hr or more) remains controversial. While there are claims of efficiency, studies have shown long shifts to be associated with adverse effects on quality of care. Efficiency claims are predicated on the assumption that long shifts reduce overlaps between shifts; these overlaps are believed to be unproductive and dangerous. However, there are potentially valuable educational and communication activities that occur during these overlaps. Design: Cross‐sectional survey of 31,627 nurses within 487 hospitals in 12 European countries. Methods: The associations were measured through generalised linear mixed models. The study methods were compliant with the STROBE checklist. Results: When nurses worked shifts of 12 hr or more, they were less likely to report having continuing educational programmes; and time to discuss patient care with other nurses, compared to nurses working 8 hr or less. Nurses working shifts of 12 hr or more were less likely to report assignments that foster continuity of care, albeit the association was not significant. Similarly, working long shifts was associated with reports of patient care information being lost during handovers, although association was not significant. Conclusion: Working shifts of 12 hr or more is associated with reduced educational activities and fewer opportunities to discuss patient care, with potential negative consequences for safe and effective care. Relevance to clinical practice: Implementation of long shifts should be questioned, as reduced opportunity to discuss care or participate in educational activities may jeopardise the quality and safety of care for patients. [ABSTRACT FROM AUTHOR]

Highlights from the article: Of close radiographic monitoring of the patients with total hip arthroplasty, especially in those with With cemented total hip arthroplasty in patients between 40 and 50 Hip arthroplasty with an extensively porous coated stem in patients Bariatric orthopaedics: total hip arthroplasty in super-obese patients Hydroxyapatite-coated hip prosthesis vs the Charnley cemented hip.

Adipose-derived stem cells (ADSC) have come to be viewed as a ubiquitous solution for aesthetic and reconstructive problems involving loss of tissue volume and age or radiation-induced loss of tissue pliability and vascularity. As the theoretical potential of "stem cell therapy" has captured the public imagination, so the commercial potential of novel therapies is being exploited beyond scientifically sound, hypothesis-driven paradigms and in the absence of evidence establishing clinical efficacy and safety. Moreover, with variations in methods of isolation, manipulation, and reintroduction described, it is unclear how the practitioner with an interest in ADSC can harness the clinical potential in reproducible and scientifically measurable ways. This Continuing Medical Education (CME) article presents a summary of our understanding of what ADSC are, their utility within the field of aesthetic surgery, and the current and future directions for adipose stem cell research. [ABSTRACT FROM AUTHOR]

Mobile computing devices (MCDs), such as smartphones and tablets, are revolutionizing medical practice. These devices are almost universally available and offer a multitude of capabilities, including online features, streaming capabilities, high-quality cameras, and numerous applications. Within the surgical field, MCDs are increasingly being used for simulations. Microsurgery is an expanding field of surgery that presents unique challenges to both trainees and trainers. Simulation-based training and assessment in microsurgery currently play an integral role in the preparation of trainee surgeons in a safe and informative environment. MCDs address these challenges in a novel way by providing valuable adjuncts to microsurgical training, assessment, and clinical practice through low-cost, effective, and widely accessible solutions. Herein, we present a review of the capabilities, accessibility, and relevance of MCDs for technical skills acquisition, training, and clinical microsurgery practice, and consider the possibility of their wider use in the future of microsurgical training and education. [ABSTRACT FROM AUTHOR]

Copyright of Colombian Journal of Anesthesiology / Revista Colombiana de Anestesiología is the property of Sociedad Colombiana de Anestesiologia y Reanimacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Whilst a good deal of research literature has been published on using Computer-Assisted Instruction (CAI) to help teach children with learning disabilities, there are fewer published studies examining the use of CAI with adults with a mild learning disability. This paper reports on an experiment comparing computer-assisted and teacher-implemented instruction in numeracy with this population, with a third group acting as a control group. All groups were pre-tested on two psychometric tests of numeracy, after which the experimental groups received one half-day per week training in numeracy, with all groups being reassessed after three months and after six months. It was found that overall the three groups improved in their numeracy scores, and that teacher-led and computer groups improved more as a function of time on the intervention than did the control group. The issue of how much teacher support is required when this population uses CAI is discussed, as are some of the strengths and weaknesses of the software used in the study. [ABSTRACT FROM AUTHOR]