1
|
Devi GR, Fish LJ, Bennion A, Sawin GE, Weaver SM, Reddy K, Saincher R, Tran AN. Identification of barriers at the primary care provider level to improve inflammatory breast cancer diagnosis and management. Prev Med Rep 2023; 36:102519. [PMID: 38116289 PMCID: PMC10728446 DOI: 10.1016/j.pmedr.2023.102519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Revised: 11/19/2023] [Accepted: 11/20/2023] [Indexed: 12/21/2023] Open
Abstract
The purpose of this study, based in the United States, was to evaluate knowledge gaps and barriers related to diagnosis and care of inflammatory breast cancer (IBC), a rare but lethal breast cancer subtype, amongst Primary Care Providers (PCP) as they are often the first point of contact when patients notice initial symptoms. PCP participants in the Duke University Health System, federally qualified health center, corporate employee health and community practices, nearby academic medical center, Duke physician assistant and advanced practice nurse leadership program alumni were first selected in a convenience sample and for semi-structured interviews (n = 11). Based on these data, an online survey tool was developed and disseminated (n = 78) to assess salient measures of IBC diagnosis, health disparity factors, referral and care coordination practices, COVID-19 impact, and continuing medical education (CME). PCP reported access to care and knowledge gaps in symptom recognition (mean = 3.3, range 1-7) as major barriers. Only 31 % reported ever suspecting IBC in a patient. PCP (n = 49) responded being challenged with referral delays in diagnostic imaging. Additionally, since the COVID-19 pandemic started, 63 % reported breast cancer referral delays, and 33 % reported diagnosing less breast cancer. PCP stated interest in CME in their practice for improved diagnosis and patient care, which included online (53 %), lunch time or other in-service training (33 %), patient and provider-facing websites (32 %). Challenges communicating rare cancer information, gaps in confidence in diagnosing IBC, and timely follow-up with patients and specialists underscores the need for developing PCP educational modules to improve guideline-concordant care.
Collapse
Affiliation(s)
- Gayathri R. Devi
- Division of Surgical Sciences, Department of Surgery, Duke University School of Medicine, USA
- Duke Consortium for Inflammatory Breast Cancer, Duke Cancer Institute, 2606 DUMC, Durham, NC 27710, USA
| | - Laura J. Fish
- Department of Family Medicine and Community Health, Duke University School of Medicine, 2715 DUMC, Durham, NC 27710, USA
| | - Alexandra Bennion
- Division of Surgical Sciences, Department of Surgery, Duke University School of Medicine, USA
- Duke Consortium for Inflammatory Breast Cancer, Duke Cancer Institute, 2606 DUMC, Durham, NC 27710, USA
- Trinity School of Arts and Sciences, Duke University, 2606 DUMC, Durham, NC 27710, USA
| | - Gregory E. Sawin
- Department of Family Medicine and Community Health, Duke University School of Medicine, 2715 DUMC, Durham, NC 27710, USA
| | - Sarah M. Weaver
- Division of Surgical Sciences, Department of Surgery, Duke University School of Medicine, USA
- Duke Consortium for Inflammatory Breast Cancer, Duke Cancer Institute, 2606 DUMC, Durham, NC 27710, USA
| | - Katherine Reddy
- Duke Consortium for Inflammatory Breast Cancer, Duke Cancer Institute, 2606 DUMC, Durham, NC 27710, USA
- Trinity School of Arts and Sciences, Duke University, 2606 DUMC, Durham, NC 27710, USA
| | - Rashmi Saincher
- Duke Consortium for Inflammatory Breast Cancer, Duke Cancer Institute, 2606 DUMC, Durham, NC 27710, USA
- Department of Family Medicine and Community Health, Duke University School of Medicine, 2715 DUMC, Durham, NC 27710, USA
| | - Anh N. Tran
- Duke Consortium for Inflammatory Breast Cancer, Duke Cancer Institute, 2606 DUMC, Durham, NC 27710, USA
- Department of Family Medicine and Community Health, Duke University School of Medicine, 2715 DUMC, Durham, NC 27710, USA
| |
Collapse
|
2
|
Jin W, Fang Y, Zhang Y, Lv Y. The reliability and validity of the training elements scale for clinicians in the new era--based on the perspective of Chinese doctors' job demands. BMC MEDICAL EDUCATION 2023; 23:295. [PMID: 37131155 PMCID: PMC10152000 DOI: 10.1186/s12909-023-04289-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2023] [Accepted: 04/21/2023] [Indexed: 05/04/2023]
Abstract
OBJECTIVE The purpose of this study was to develop a scale of clinician training elements in the new period and test its reliability and validity. METHODS Our approach was based on interdisciplinary theory, systematology, collaborative innovation theory, and whole person education theory combined with the existing post competency model of Chinese doctors and the responsibilities and requirements endowed clinicians in the new historical period. The scale elements were extracted by referring to the relevant literature, and the training elements scale for clinicians in the new period were preliminarily formed. From July to August 2022, 1,086 clinicians from tertiary medical institutions in eastern, central, and western China were sampled and investigated. The questionnaire was revised via the critical ratio method and homogeneity test method, and the reliability and validity of the scale were also tested. RESULTS The training elements scale for clinicians in the new period included the following eight dimensions: basic clinical knowledge, interdisciplinary knowledge, clinical skill operation, public health knowledge, technological innovation capability, lifelong learning needs, medical humanistic literacy, and international exchange vision, as well as 51 other items. The Cronbach's α coefficient of the scale was 0.981, the half-reliability was 0.903, and the average variance extraction of each dimension was greater than 0.5. An exploratory factor analysis extracted eight main factors, and the cumulative variance contribution rate was 78.524%. Confirmatory factor analysis showed that the model fit was ideal and the factor structure was stable. CONCLUSION The clinician training factor scale in the new era can fully meet the current training needs of r clinicians, and has good reliability and validity. It can be widely used in medical colleges and universities as a reference to reform the content of medical training and education, and can also be used in the continuing education of clinicians after graduation to compensate for gaps in knowledge during clinical work.
Collapse
Affiliation(s)
- Weiqiong Jin
- Academic Affairs Office, Wenzhou Medical University, Wenzhou, 325000, China
- Key Research Center of Philosophy and Social Sciences of Zhejiang Province (Institute of Medical Humanities), Wenzhou Medical University, Wenzhou, 325000, China
| | - Yinghui Fang
- Academic Affairs Office, Wenzhou Medical University, Wenzhou, 325000, China
| | - Yuchen Zhang
- Alberta Institute, Wenzhou Medical University, Wenzhou, 325000, China
| | - Yijun Lv
- Party Committee, Wenzhou Medical University, Wenzhou, 325000, China.
- Wenzhou Medical University, Ouhai District, Tongxin Building, Chashan Higher Education Park, Zhejiang, Wenzhou, China.
| |
Collapse
|
3
|
Wiggin DA, Penič B, Sulopuisto O, Setti A, Mali J, Stitzel A, Kuisma R, Baptista F, Sourtzi P, Timmons S. Postgraduate education in healthy and active ageing: a systematic scoping review of learning needs, curricula and learning impact. GERONTOLOGY & GERIATRICS EDUCATION 2023:1-24. [PMID: 36890768 DOI: 10.1080/02701960.2023.2187386] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
To inform a new European-based online master's programme in active aging and age-friendly society, a scoping review was performed to identify previously reported learning needs and learning outcomes on this topic. Four electronic databases (PubMed, EBSCO [Academic Search Complete], Scopus, and ASSIA) were systematically searched, along with gray literature. Dual, independent review of an initial 888 studies led to 33 included papers which underwent independent data extraction and reconciliation. Just 18.2% of studies employed a student survey or similar to determine learning needs, with the majority reporting educational intervention objectives, learning outcomes or curriculum content. Main study topics were intergenerational learning (36.4%), age-related design (27.3%), health (21.2%), attitudes toward aging (6.1%), and collaborative learning (6.1%). This review found limited literature on student learning needs in healthy and active aging. Future research should elucidate student- and other stakeholder-determined learning needs, with robust evaluation of post-education skills, attitudes, and practice change.
Collapse
Affiliation(s)
- Daisy A Wiggin
- Centre for Gerontology and Rehabilitation, School of Medicine, University College Cork, Cork, Ireland
| | - Benjamin Penič
- Faculty of Social Work, University of Ljubljana, Ljubljana, Slovenia
| | - Outi Sulopuisto
- Degree Programme Disability and Diversity Studies, Carinthia University of Applied Sciences, Klagenfurt, Austria
| | - Annalisa Setti
- School of Applied Psychology, University College Cork, Cork, Ireland
| | - Jana Mali
- Faculty of Social Work, University of Ljubljana, Ljubljana, Slovenia
| | - Andrea Stitzel
- School Health Sciences and Social Work, Carinthia University of Applied Sciences, Villach, Austria
| | - Raija Kuisma
- Karelia University of Applied Sciences, Joensuu, Finland
| | - Fátima Baptista
- CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisbon, Portugal
| | - Panayota Sourtzi
- Department of Nursing, Laboratory of Prevention, National and Kapodistrian University of Athens, Athens, Greece
| | - Suzanne Timmons
- Centre for Gerontology and Rehabilitation, School of Medicine, University College Cork, Cork, Ireland
| |
Collapse
|
4
|
Tavares W, Sockalingam S, Soklaridis S, Cervero R. Conceptual Advances in Continuing Professional Development in the Health Professions. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 43:S1-S3. [PMID: 38054487 DOI: 10.1097/ceh.0000000000000542] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/07/2023]
Affiliation(s)
- Walter Tavares
- Dr. Tavares: Assistant Professor, Department of Health and Society, Associate Professor, Wilson Centre for Health Profession Education Research, University of Toronto, ON, Canada. Dr. Sockalingam: Vice-President, Education, Chief Medical Officer and Senior Scientist, Centre for Addiction and Mental Health, Professor, Department of Psychiatry, University of Toronto, ON, Toronto, Canada. Dr. Soklaridis: Associate Professor, Centre for Addiction and Mental Health, University of Toronto, Toronto, Canada, and Dr. Cervero: Professor and Deputy Director, Center for Health Professions Education, Uniformed Services University of Health Sciences, Bethesda, MD
| | | | | | | |
Collapse
|
5
|
Kitto S. The Untapped Potential of Data-Driven CPD and the Learning Sciences. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 43:1-2. [PMID: 36849425 DOI: 10.1097/ceh.0000000000000497] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Affiliation(s)
- Simon Kitto
- Dr. Kitto: University of Ottawa Faculty of Medicine, Ottawa, Ontario, Canada
| |
Collapse
|
6
|
Pizzuti C, Palmieri C, Shaw T. Using eHealth Data to Inform CPD for Medical Practitioners: A Scoping Review with a Consultation Exercise with International Experts. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 43:S47-S58. [PMID: 38054492 DOI: 10.1097/ceh.0000000000000534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/07/2023]
Abstract
INTRODUCTION eHealth data analytics is widely used in health care research. However, there is limited knowledge on the role of eHealth data analysis to inform continuing professional development (CPD). The aim of this study was to collate available research evidence on the use of eHealth data for the development of CPD programs and plans for medical practitioners. METHODS A scoping review was conducted using the six-stage Arksey and O'Malley Framework. A consultation exercise (stage 6) was performed with 15 international experts in the fields of learning and practice analytics to deepen the insights. RESULTS Scoping review. The literature searches identified 9876 articles published from January 2010 to May 2022. After screening and full-text review, a total of nine articles were deemed relevant for inclusion. The results provide varied-and at times partial or diverging-answers to the scoping review research questions. Consultation exercise. Research rigor, field of investigation, and developing the field were the three themes emerged from analysis. Participants validated the scoping review methodology and confirmed its results. Moreover, they provided a meta-analysis of the literature, a description of the current CPD ecosystem, and clear indications of what is and should be next for the field. DISCUSSION This study shows that there is no formal or well-established correlation between eHealth data and CPD planning and programming. Overall findings fill a gap in the literature and provide a basis for further investigation. More foundational work, multidisciplinary collaborations, and stakeholders' engagement are necessary to advance the use of eHealth data analysis for CPD purposes.
Collapse
Affiliation(s)
- Carol Pizzuti
- Ms. Pizzuti: Industry PhD Candidate, Faculty of Medicine and Health, The University of Sydney, Camperdown, Australia; and Senior Research Officer, Professional Practice, The Royal Australasian College of Physicians, Sydney, Australia. Dr. Palmieri: Head of Member Learning and Development, Professional Practice, The Royal Australasian College of Physicians, Sydney, Australia; and Faculty of Arts and Social Sciences, The University of Sydney, Camperdown, Australia. Dr. Shaw: Professor of Digital Health, Faculty of Medicine and Health, The University of Sydney, Camperdown, Australia
| | | | | |
Collapse
|
7
|
Devi G, Fish L, Bennion A, Sawin G, Weaver S, Tran A. Assessing Knowledge and Barriers at the Primary Care Provider Level that Contribute to Disparities in Inflammatory Breast Cancer Diagnosis and Treatment. RESEARCH SQUARE 2022:rs.3.rs-2302308. [PMID: 36523410 PMCID: PMC9753779 DOI: 10.21203/rs.3.rs-2302308/v1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
Purpose The purpose of this study was to evaluate knowledge gaps and barriers related to diagnosis and care of inflammatory breast cancer (IBC), a rare but most lethal breast cancer subtype, amongst Primary Care Providers (PCP) as they are often the first point of contact when patients notice initial symptoms. Methods PCP participants within Duke University Health System, federally qualified health center, corporate employee health and community practices, nearby academic medical center, Duke physician assistant, and nurse leadership program alumni were first selected in a convenience sample (n=11) for semi-structured interviews (n=11). Based on these data, an online survey tool was developed and disseminated (n=78) to assess salient measures of IBC diagnosis, health disparity factors, referral and care coordination practices, COVID impact, and continued medical education (CME). Results PCP reported access to care and knowledge gaps in symptom recognition (mean = 3.3, range 1-7) as major barriers. Only 31% reported ever suspecting IBC in a patient. PCP (n=49) responded being challenged with referral delays in diagnostic imaging. Additionally, since the COVID-19 pandemic started, 63% reported breast cancer referral delays, and 33% reported diagnosing less breast cancer. PCP stated interest in CME in their practice for improved diagnosis and patient care, which included online (53%), lunch time or other in-service training (33%), patient and provider-facing websites (32%). Conclusions Challenges communicating rare cancer information, gaps in confidence in diagnosing IBC, and timely follow-up with patients and specialists underscores the need for developing PCP educational modules to improve guideline-concordant care.
Collapse
Affiliation(s)
| | | | | | | | | | - Anh Tran
- Duke University School of Medicine
| |
Collapse
|
8
|
Acar-Erdol T, Bostancioglu A, Gözütok FD. Gender equality perceptions of preservice teachers: are they ready to teach it? SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09712-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
|
9
|
Yilmaz Y, Papanagnou D, Fornari A, Chan TM. Just-in-Time Continuing Education: Perceived and Unperceived, Pull and Push Taxonomy. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 42:125-129. [PMID: 34966109 DOI: 10.1097/ceh.0000000000000415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
ABSTRACT We live in a world where "just-in-time" (JiT) methodologies are increasingly used. Continuing professional development (CPD), including faculty development, has the opportunity to leverage online technologies in a JiT format to further support learner engagement and program sustainability. In this article, the authors propose a model that can serve as a taxonomy for defining and implementing JiT continuing education (JiTCE). The anatomy of JiTCE describes four mechanisms to address CPD needs and delivery procedures: perceived and unperceived, as well as pull and push (PUPP) taxonomy. JiTCE PUPP taxonomy defines four components for designing and developing a program with JiT: on-demand learning, subscription-based learning, performance feedback-driven learning, and data-driven learning. These methods, as backbones, use various online technologies, which offer fundamental support for JiTCE. Delivery systems and technologies are provided as specific examples for JiTCE throughout the article. JiTCE introduces a novel taxonomy to meet continuing education needs and provides an organized approach to design and deploy programming in a sustainable way. Online technologies are evolving everyday and are an indispensable part of both clinical practice and medical education. Pull-push and perceived-unperceived axes can help guide new opportunities for instructional designers and curriculum developers to leverage best practices to align with CPD offerings, which include cutting-edge technologies.
Collapse
Affiliation(s)
- Yusuf Yilmaz
- Dr. Yilmaz: Postdoctoral Fellow, McMaster University Education Research, Innovation and Theory (MERIT) Program, Hamilton, Ontario, Canada, Postdoctoral Fellow, McMaster University Office of Continuing Professional Development, Hamilton, Ontario, Canada, and Researcher and Instructor, Department of Medical Education, Faculty of Medicine, Ege University, Izmir, Turkey. Dr. Papanagnou: Professor and Vice Chair of Education, Department of Emergency Medicine, Sidney Kimmel Medical College at Thomas Jefferson University, Associate Provost for Faculty Development, Thomas Jefferson University, Philadelphia, PA. Dr. Fornari: Professor Science Education, Family Medicine, Occupational Medicine, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY. Dr. Chan: Associate Professor, Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Ontario, Canada, Associate Dean, Office of Continuing Professional Development, Faculty of Health Sciences, McMaster University, and Clinician Scientist, McMaster Education Research, Innovation, and Theory (MERIT) Program, Hamilton, Ontario, Canada
| | | | | | | |
Collapse
|
10
|
Luconi F, Montoro R, Lalla L, Teferra M. An Innovative Needs Assessment Approach to Develop Relevant Continuing Professional Development for Psychiatrists. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2022; 46:106-113. [PMID: 34846721 PMCID: PMC8630991 DOI: 10.1007/s40596-021-01564-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/11/2021] [Accepted: 11/08/2021] [Indexed: 05/07/2023]
Abstract
OBJECTIVES Gaps in psychiatrists' competence can interfere with the delivery of optimal patient care, particularly when these gaps have not been identified. This study aimed to assess the perceived and unperceived continuing professional development needs of psychiatrists practicing in Quebec, Canada. METHODS The authors sent an online cross-sectional survey (2018) to members of the 'Association des médecins psychiatres du Québec' and collected data on unperceived needs via the critical incident method (focused on managing challenging clinical cases/situations). Data were analyzed using descriptive statistics, chi-squared tests, thematic analysis, and triangulation of data. Two coders independently analyzed qualitative data. RESULTS Of 1150 eligible psychiatrists, 187 (16%) completed the survey. Over half were female (58%), caring for adult patients (60%), and practiced in a university hospital (49%). Top perceived and unperceived learning need areas were neurodevelopmental disorders and psychopharmacology. Three hundred forty-three factors influencing the management of reported challenges were classified as case complexity (53%), patient (22%), environment (19%), and lack of knowledge (4%). Consultation with colleagues (49%) was the most frequently accessed resource for approaching challenging cases. During the previous year and across both self-directed and group learning activities, respondents reported engaging more frequently in in-person than online activities. CONCLUSIONS A comprehensive needs assessment integrating perceived and unperceived needs is the cornerstone for planning relevant continuing professional development. The critical incident method is a useful tool to assess psychiatrists' unperceived needs. Critical reflection after solving complex clinical cases might provide an opportunity to optimize psychiatrists' selection of relevant continuing professional development.
Collapse
Affiliation(s)
- Francesca Luconi
- Faculty of Medicine and Health Sciences, McGill University, Montreal, Quebec, Canada.
| | - Richard Montoro
- Faculty of Medicine and Health Sciences, McGill University, Montreal, Quebec, Canada
| | - Leonora Lalla
- Faculty of Medicine and Health Sciences, McGill University, Montreal, Quebec, Canada
| | - Meron Teferra
- Faculty of Medicine and Health Sciences, McGill University, Montreal, Quebec, Canada
| |
Collapse
|
11
|
Erickson R, Abu Dabrh AM, Chavez A, Cristiani V, DeJesus R, Laabs S, Presutti R, Rosas S, Westfall E, Witt T, Thacher T. Development and Early Experience of a Primary Care Learning Collaborative in a Large Health Care System. J Prim Care Community Health 2022; 13:21501319221089775. [PMID: 35603490 PMCID: PMC9130813 DOI: 10.1177/21501319221089775] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Introduction: Primary care clinicians are presented with hundreds of new clinical
recommendations and guidelines. To consider practice change clinicians must
identify relevant information and develop a contextual framework. Too much
attention to information irrelevant to one’s practice results in wasted
resources. Too little results in care gaps. A small group of primary care
clinicians in a large health system sought to address the problem of vetting
new information and providing peer reviewed context. This was done by
engaging colleagues across the system though a primary care learning
collaborative. Methods: The collaborative was a grass roots initiative between community and
academic-based clinicians. They invited all the system’s primary care
clinicians to participate. They selected new recommendations or guidelines
and used surveys as the principal communication instrument. Surveys shared
practice experience and also invited members to give narrative feedback
regarding their acceptance of variation in care relate to the topic. A
description of the collaborative along with its development, processes, and
evolution are discussed. Process changes to address needs during the
COVID-19 pandemic including expanded information sharing was necessary. Results: Collaborative membership reached across 5 states and included family
medicine, internal medicine, and pediatrics. Members found involvement with
the collaborative useful. Less variation in care was thought important for
public health crises: the COVID pandemic and opioid epidemic. Greater
practice variation was thought acceptable for adherence to multispecialty
guidelines, such as diabetes, lipid management, and adult ADHD care. Process
changes during the pandemic resulted in more communications between members
to avoid practice gaps. Conclusion: An internet-based learning collaborative in a health system had good
engagement from its members. Using novel methods, it was able to provide
members with feedback related to the importance of new practice
recommendations as perceived by their peers. Greater standardization was
thought necessary when adopting measures to address public health crisis,
and less necessary when addressing multispecialty guidelines. By employing a
learning collaborative, this group was able to keep members interested and
engaged. During the first year of the COVID pandemic the collaborative also
served as a vehicle to share timely information.
Collapse
|
12
|
Kitto S. Meeting the Challenges of COVID-19 at the Close of 2020. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2020; 40:215-216. [PMID: 33284170 DOI: 10.1097/ceh.0000000000000327] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Affiliation(s)
- Simon Kitto
- Dr. Kitto: Professor, Department of Innovation in Medical Education, Director of Research, Office of CPD, University of Ottawa, Faculty of Medicine, Ottawa, ON, Canada
| |
Collapse
|