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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]

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]

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]

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]

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.)

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]

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]

The emergence and re-emergence of infectious diseases such as Ebola, chikungunya, and Zika increase the necessity of knowledgeable and skilled health professionals. Massive open online courses (MOOCs) arise as opportunities that allow people around the world to participate in higher education courses. A search was conducted on specialized MOOC platforms to find courses related to outbreaks, using terms included in the list of the WHO disease outbreaks from January 1st to December 31 st, 2016. We found seven courses about Ebola, two about Zika, three about the dynamics of epidemics and pandemics, and only one course about dengue, chikungunya, and malaria. Most of the courses were conducted in English. The courses on Ebola, Zika and chikungunya were released after their last outbreak. MOOCs could be used to learn about health issues of global relevance, and with the necessity of fast divulgation of knowledge and skills. Translating the courses into more languages could give these courses more traction, and allow participation of professionals in regions affected by these outbreaks.

The emergence and re-emergence of infectious diseases such as Ebola, chikungunya, and Zika increase the necessity of knowledgeable and skilled health professionals. Massive open online courses (MOOCs) arise as opportunities that allow people around the world to participate in higher education courses. A search was conducted on specialized MOOC platforms to find courses related to outbreaks, using terms included in the list of the WHO disease outbreaks from January 1st to December 31 st, 2016. We found seven courses about Ebola, two about Zika, three about the dynamics of epidemics and pandemics, and only one course about dengue, chikungunya, and malaria. Most of the courses were conducted in English. The courses on Ebola, Zika and chikungunya were released after their last outbreak. MOOCs could be used to learn about health issues of global relevance, and with the necessity of fast divulgation of knowledge and skills. Translating the courses into more languages could give these courses more traction, and allow participation of professionals in regions affected by these outbreaks.

Introduction: Health services are composed of complex work environments. For this reason, they present several risks to the health of workers and also of people being treated at these places. Among these risks, one that is peculiar to health services is the risk of occupational accidents with biological material involving sharps. Objective: This study aimed to describe a health education activity conducted in a Health Center of the Federal District, Brazil. Methods: This is an experience report that discusses the final paper of the discipline “Administration Applied to Nursing and Internship”, offered by the Department of Nursing, Faculty of Health Sciences, University of Brasilia. A lecture was prepared, aimed at health workers and support staff, on general aspects of occupational accidents involving sharps, as well as preventive aspects. Results: In each clinical room of the Health Center were fixed two posters: the first discussing the proper disposal of sharps and the second, in turn, was a message of reflection. 31 professionals attended the lecture as listeners. Conclusion: We understand the validity of the lecture delivered, based on scientific studies that highlight the need and shortage of health education activities that address the prevention of occupational accidents involving sharps among Health Professionals. Additionally, it is important mentioning that such activity demand was estimated by the workers of the Health Center in study.

Background: Globally, safe and effective medication administration relies on nurses being able to apply strong drug calculation skills in their real-life practice, in the face of stressors and distractions. These may be especially prevalent for nurses in low-income countries such as Mozambique and Continuing Professional Development post-registration may be important. This study aimed to 1) explore the initial impact of an international health partnership's work to develop a drug calculation workshop for nurses in Beira, Mozambique and 2) reflect upon the role of health psychologists in helping educators apply behavioural science to the training content and evaluation.Methods: In phase one, partners developed a training package, which was delivered to 87 Portuguese-speaking nurses. The partnership's health psychologists coded the training's behaviour change content and recommended enhancements to content and delivery. In phase two, the refined training, including an educational game, was delivered to 36 nurses in Mozambique and recoded by the health psychologists. Measures of participant confidence and intentions to make changes to healthcare practice were collected, as well as qualitative data through post-training questions and 12 short follow-up participant interviews.Results: In phase one six BCTs were used during the didactic presentation. Most techniques targeted participants' capability to calculate drug doses accurately; recommendations aimed to increase participants' motivation and perceived opportunity, two other drivers of practice change. Phase two training included an extra seven BCTs, such as action planning and further skills practice. Participants reported high confidence before and after the training (p = 0.25); intentions to use calculators to check drug calculations significantly increased (p = 0.031). Qualitative data suggested the training was acceptable, enjoyable and led to practice changes, through improved capability, opportunity and motivation. Opportunity barriers to medication safety were highlighted.Conclusions: Reporting and measuring medication errors and related outcomes is a complex challenge affecting global efforts to improve medication safety. Through strong partnership working, a multi-disciplinary team of health professionals including health psychologists developed, refined and begin to evaluate a locally-led drug calculation CPD workshop for nurses in a low-resource setting. Applying behavioural science helped to collect feasible evaluation data and hopefully improved impact and sustainability. [ABSTRACT FROM AUTHOR]

Copyright of Revista Gaucha de Enfermagem is the property of Revista Gaucha de Enfermagem 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.)

Objective: The research investigated topic priorities for data literacy training for biomedical researchers and staff. Methods: An electronic survey was used to assess researchers' level of knowledge related to data literacy skills and the relevance of these skills to their work. Results: Most respondents did not have any formal training in data literacy. Respondents considered most tasks highly relevant to their work but rated their expertise in tasks lower. Conclusion: Among this group, researchers have diverse data literacy training needs. Librarians' expertise makes them well suited to provide such training. [ABSTRACT FROM AUTHOR]

Purpose: The research assessed a three-year continuing medical education-style program for medical students in a Midwestern academic medical library. Methods: A mixed methods approach of a survey and two focus groups comparing attendees versus non-attendees assessed the program. Results: Eleven students participated in the focus groups. Attendance was driven by topic interest and lunch. Barriers included lack of interest, scheduling, location, and convenience. Conclusions: Although attendance was a challenge, students valued opportunities to learn new skills. This study showcases a reproducible method to engage students outside the curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Chinese Journal of Contemporary Neurology & Neurosurgery is the property of Chinese Journal of Contemporary Neurology & Neurosurgery 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.)

Objective: The global world of the 21st century has created communities and cultures that are interconnected, thanks to the development both in the field of transportation and technology. In this global intercultural community, future physicians, and even more so future general practitioners (GPs)/family physicians (FPs), need to be clinically competent and culturally sensitive and flexible in order to adapt to different social settings while delivering holistic care in multiethnic teams and environments with professionalism. As such, exchange programs are exceptional opportunities for international collaboration and the development of personal and professional competencies of these health care professionals. Materials and Methods: This article presents a review of the literature on the value of exchanges as well as the results of exchange programs with educational content that are aimed at junior GPs/FPs. Results: Exchange programs have been growing in popularity, especially among junior GPs/FPs. Since its launch in 2013, The "Family Medicine 360° (FM360°) program has been receiving up to 163 inquires till date, promoting global cooperation among the World Organization of family Doctors (WONCA)'s Young Doctors' Movement (YDMs). Conclusions: By participating in an exchange program, future GPs/FPs are given the chance to experience intercultural communication and peer collaboration. They also develop personal and professional skills and thus, actively contribute to the growth and development of primary care all over the world. [ABSTRACT FROM AUTHOR]

Professionals learn and change throughout their careers. This continuing professional development is supported, in part, by educational activities developed by individuals, organisations or institutions. In Europe and North America, processes have been established to set standards for the design and delivery of continuing healthcare professionals' education (CE) that involve either approval of organisations as institutional providers of CE (i.e. accreditation) or approval of individual CE activities. In systems based on provider accreditation, the accredited organisations develop into communities of practice that show evidence of learning and changing such as to allow the CE system to evolve. In addition the provider accreditation model provides an amplification effect not found in activity accreditation systems, whereby one accreditation decision can result in multiple activities being generated. Additional efficiencies can be identified and may be useful to those determining if a provider accreditation system is an appropriate fit for their system, for their context and for the culture of professional education in which they operate. [ABSTRACT FROM AUTHOR]

This paper presents a model for maintaining a program of self-initiated study for the purposes of continuing education in orthodontics. It is suggested that the busy practitioner can gain from a clear perception of the process of learning.

Objective: The subject of research methods is not commonly covered in continuing professional development (CPD) courses in spite of its emphasis in undergraduate education. This initiative aimed to develop postgraduate research competency and recruit chiropractors to musculoskeletal research. Methods: The program was delivered as a university-based program with 20 credits over seven contact weekends covering topics of evidence-based practice, research methods, statistics, ethics, resources, and funding. Students were assessed through assignments showing competency in critical literature review, case report writing, and production of a research protocol as the final assessment. Non-student participation for CPD points was possible. A student evaluation survey was completed after the end of the academic year. Results: There were 26 participants: 16 as students handing in assignments, 10 as non-student participants for up to 94 CPD points. Three submitted a final protocol and two registered at a university PhD program. A network of research clinics was established for data collection for future multicenter studies. Conclusions: The program was well received by the participants and gave them the tools and resources to perform research. The two-level attendance system afforded a basis for setting up a network of research clinics with a fundamental understanding of optimal data collection. This initiative has shown that research skills can be revisited through CPD programs as part of evidence-based lifelong learning. [ABSTRACT FROM AUTHOR]

Background. Despite a need for better physician pain management education, there are no widely accepted assessment or outcome measures to support this work. Objective. Create a self-assessment tool to measure physician educational needs and the effectiveness of chronic pain educational programs. Design. We used expert consensus to draft a 142-item survey that covered essential areas of chronic pain management. We tested the survey in 106 physicians, including 22 pain management experts and used predefined psychometric criteria to eliminate 70 items. We then eliminated 22 remaining items that did not correlate with the management of a standardized chronic pain patient by 27 academic physicians. We evaluated internal consistency using Cronbach's alpha. Results. The final 50-item survey assessed physician knowledge, attitudes, and beliefs in: 1) initial pain assessment; 2) defining goals and expectations; 3) development of a treatment plan; 4) implementation of a treatment plan; 5) reassessment and management of longitudinal care; and 6) management of environmental issues. The survey demonstrated good internal consistency in all physician populations studied (α = 0.77−0.85). Average scores in 84 “pilot” physician users of a CME Website (135.8–138.5) were significantly lower ( P < 0.01) than scores in 27 academic physicians (150.0), or 22 pain experts (177.5). Conclusions. This survey, the KnowPain-50, has good psychometric properties, correlates with clinical behaviors, and appears to distinguish between physicians with different levels of pain management expertise. It may be a useful measure of the effectiveness of physician pain management education programs. [ABSTRACT FROM AUTHOR]