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Sideris M, Rallis KS, Nicolaides M, Kuri A, Schottler N, Paulus N, Haas O, Krajewski R, Grenho J, Papalois V. The UEMS experience in continuous medical education accreditation process: a 'quo vadis' analysis of our global database. Ann Med Surg (Lond) 2024; 86:689-696. [PMID: 38333329 PMCID: PMC10849379 DOI: 10.1097/ms9.0000000000001583] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2023] [Accepted: 11/23/2023] [Indexed: 02/10/2024] Open
Abstract
Background The authors systematically appraise a large database of continuous professional development (CPD) and continuous medical education (CME) events against the European Accreditation Council for Continuous Medical Education (EACCME) framework. Methods The authors performed a retrospective observational study of all CPD or CME events within the European Union of Medical Specialists (UEMS) database between 2017 and 2019, including 91 countries and 6034 events. Assessment of event design, quality and outcomes was evaluated against a validated, expert-derived accreditation framework, using thematic analysis to extract distinct themes, and subsequent quantitative analysis. Results The authors included 5649 live educational events (LEEs) and 385 e-learning materials (ELMs). Three thousand seven hundred sixty-two [3762 (62.3%)] of the events did not report clear justification in their needs assessment process. Most accreditation applications claimed covering a single educational need [1603/2277 (70.3%)]. Needs assessments were reported to be similar across conferences, courses and other types of events (P<0.01); 5642/6034 events (93.5%) had clearly documented expected learning outcomes; only 978/6034 (16.2%) reported a single expected learning outcome while the rest report 2-10 outcomes. Providers who declared more than one educational need also declared multiple learning outcomes (ρ=0.051, P<0.01). Conclusions Despite EACCME providing a robust framework for the CPD/CME accreditation process, reporting quality can still be improved, as more than 1 in 2 events fail to provide a clear description of their needs assessment. To the authors' knowledge, this is the largest educational LEE/ELM database, which can be a starting to revisit the CME/CPD accreditation process.
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Affiliation(s)
- Michail Sideris
- Wolfson Institute of Population Health, Queen Mary University of London
| | - Kathrine S. Rallis
- Beth Israel Deaconess Medical Centre, Harvard Medical School, Boston, Massachusetts, USA
| | | | - Ashvin Kuri
- Wolfson Institute of Population Health, Queen Mary University of London
| | | | - Nathalie Paulus
- European Union of Medical Specialists (UEMS), Brussels, Belgium
| | - Orthmar Haas
- Group Practice Dr. Haas/Dr. Engler, Klagenfurt, Germany
| | - Romuald Krajewski
- Head & Neck Cancer Department, Maria Sklodowska-Curie National Research Institute of Oncology, Warsaw, Poland
| | - Joao Grenho
- General Surgery Department, Hospital da Luz Oeiras, Oeiras, Portugal
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Kurtović B, Gulić P, Čukljek S, Sedić B, Smrekar M, Ledinski Fičko S. The Commitment to Excellence: Understanding Nurses' Perspectives on Continuous Professional Development. Healthcare (Basel) 2024; 12:379. [PMID: 38338264 PMCID: PMC10855779 DOI: 10.3390/healthcare12030379] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2023] [Revised: 01/19/2024] [Accepted: 01/30/2024] [Indexed: 02/12/2024] Open
Abstract
Continuous Professional Development (CPD) is essential for nurses to maintain up-to-date knowledge and skills in the evolving healthcare sector. This study explores nurses' attitudes toward CPD, its necessity, and the challenges encountered. The aim is to examine nurses' perspectives on CPD, focusing on their participation and motivation, in relation to their workplace, workplace function, and form of work. A cross-sectional study design was employed with 151 nurses from University Hospital Centre Split, Croatia. Data were collected using the "Professional Development of Nurses questionnaire (Q-PDN)" and analyzed using descriptive statistical methods, the Kolmogorov-Smirnov test, Pearson's correlation, ANOVA test, and t-test. The average level of participation in CPD activities was 4.27 (±0.63), indicating a positive inclination towards CPD. The study identified a statistically significant difference in activities related to CPD (t = 2.12; p = 0.036) among employees of surgical and intensive care units compared to other departments, where a higher level of engagement was present among employees of other departments. Notably, nurses without managerial roles showed 0.16 points higher participation in CPD activities compared to their managerial counterparts, though this was not statistically significant (t = 0.92; p = 0.357). Nurses in managerial roles valued CPD for professional development more highly, with a significant difference (t = 2.77; p = 0.006). Full-time nurses demonstrated a higher perception of the importance of personal professional development compared to part-time nurses, with a significant difference (F = 2.88; p = 0.038). The study reveals a strong commitment to CPD among nurses, with variations based on workplace roles and schedules. It underscores the need for role-specific and adaptable CPD programs to meet diverse needs and enhance professional competence in the nursing workforce.
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Affiliation(s)
- Biljana Kurtović
- Department of Nursing, University of Applied Health Sciences, 10000 Zagreb, Croatia; (S.Č.); (B.S.); (M.S.); (S.L.F.)
- Department of Nursing, Faculty of Health Studies, University of Rijeka, 51000 Rijeka, Croatia
| | - Petra Gulić
- Department of Emergency, Intensive Medicine, and Clinical Pharmacology with Toxicology, Clinic for Internal Diseases, University Hospital Centre Split, 21000 Split, Croatia;
| | - Snježana Čukljek
- Department of Nursing, University of Applied Health Sciences, 10000 Zagreb, Croatia; (S.Č.); (B.S.); (M.S.); (S.L.F.)
- Department of Nursing, Faculty of Health Studies, University of Rijeka, 51000 Rijeka, Croatia
| | - Biserka Sedić
- Department of Nursing, University of Applied Health Sciences, 10000 Zagreb, Croatia; (S.Č.); (B.S.); (M.S.); (S.L.F.)
| | - Martina Smrekar
- Department of Nursing, University of Applied Health Sciences, 10000 Zagreb, Croatia; (S.Č.); (B.S.); (M.S.); (S.L.F.)
| | - Sanja Ledinski Fičko
- Department of Nursing, University of Applied Health Sciences, 10000 Zagreb, Croatia; (S.Č.); (B.S.); (M.S.); (S.L.F.)
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Obileye AA, Chamberlain MA, O'Connor RJ. The impact of COVID-19 on professional development for physiotherapists in Lagos, Nigeria. S Afr J Physiother 2023; 79:1892. [PMID: 38059061 PMCID: PMC10696542 DOI: 10.4102/sajp.v79i1.1892] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2023] [Accepted: 07/03/2023] [Indexed: 12/08/2023] Open
Abstract
Background Continuous professional development is important to maintain standards of care in the healthcare sector. However, in Lagos, Nigeria, the additional burden of COVID-19 and limited resources may provide separate challenges for physiotherapists' continuous professional development (CPD). Objectives To examine the availability and perceived quality of continuous professional development opportunities for physiotherapists working before and during the pandemic in Lagos, Nigeria. Method A qualitative study was conducted with 10 conveniently sampled physiotherapists, recruited via email. Interviews took place via Zoom, and the video function was utilised. Data were collected via semi-structured interviews using a pilot tested interview, and was transcribed and analysed thematically. Results The main method of workplace teaching pre-COVID-19 and during COVID-19 was bedside teaching (BT), which most participants received. Pre-COVID-19, the main barrier to receiving teaching was a lack of national guidelines providing specific details on CPD. During COVID-19, the main barrier was the difficulty of increased online teaching instead of teaching on real life patients. The main barriers for non-workplace CPD pre-COVID-19 were a lack of availability of learning opportunities and monetary cost of conferences. This was partially combatted by the increasing trend of online learning events during the pandemic, which increased access to non-workplace learning opportunities. Conclusion Because of COVID-19, most CPD learning opportunities for physiotherapists in Lagos, Nigeria, were online, increasing overall accessibility. Adequate training to improve utilising online learning resources as well as specific guidelines for workplace physiotherapists CPD in Nigeria should be implemented and promoted to improve confidence and quality of care. Clinical implications Key insight into the CPD experiences of physiotherapists currently working in Lagos, Nigeria, which can guide policies and improve clinical outcomes.
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Affiliation(s)
- Atirola A Obileye
- Leeds Institute of Medical Education, Faculty of Medicine and Health, University of Leeds, Leeds, United Kingdom
- Academic Department of Rehabilitation Medicine, School of Medicine, Faculty of Medicine and Health, University of Leeds, Leeds, United Kingdom
| | - M Anne Chamberlain
- Academic Department of Rehabilitation Medicine, School of Medicine, Faculty of Medicine and Health, University of Leeds, Leeds, United Kingdom
| | - Rory J O'Connor
- Academic Department of Rehabilitation Medicine, School of Medicine, Faculty of Medicine and Health, University of Leeds, Leeds, United Kingdom
- National Demonstration Centre for Rehabilitation, Leeds Teaching Hospital NHS Trust, Leeds, United Kingdom
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Crawford AM. Short courses fall short of health system strengthening. Anaesthesia 2023; 78:1323-1326. [PMID: 37527548 DOI: 10.1111/anae.16106] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/13/2023] [Indexed: 08/03/2023]
Affiliation(s)
- A M Crawford
- Department of Anaesthesiology, Peri-operative and and Pain Management, Stanford University, Stanford, CA, USA
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Younas A, Ramani S, Popeijus HE, Govaerts M. Learning from and with Patients: The Role of Culture. J CME 2023; 12:2259757. [PMID: 37795129 PMCID: PMC10547442 DOI: 10.1080/28338073.2023.2259757] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Accepted: 08/31/2023] [Indexed: 10/06/2023]
Affiliation(s)
- Ayesha Younas
- Department of Medical and Dental Education, Shifa College of Dentistry, Shifa Tameer-e-Millat University, Islamabad, Pakistan
| | - Subha Ramani
- Department of Medicine and Brigham Education Institute, Brigham and Women’s Hospital Medicine, Harvard Medical School, Boston, MA, USA
| | - Herman E. Popeijus
- NUTRIM School of Nutrition and Translational Research in Metabolism, Department of Nutrition and Movement Sciences, Maastricht University, Maastricht, MD, The Netherlands
| | - Marjan Govaerts
- Department of Educational Development and Research, School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands
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Nozaki I, Tsukada M, Sothy P, Rattana K, Williams K. Introduction and roll-out of self-learning App for midwifery during the COVID-19 pandemic and its sustainability in Cambodia. Glob Health Med 2023; 5:178-183. [PMID: 37397944 PMCID: PMC10311676 DOI: 10.35772/ghm.2023.01021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2023] [Revised: 05/31/2023] [Accepted: 06/16/2023] [Indexed: 07/04/2023]
Abstract
Similar to other countries, coronavirus disease (COVID-19) pandemic significantly impacted not only the ability of midwives to deliver high quality maternal care, but also their ability to access professional development opportunities, including in-service training in Cambodia. In response, we developed a Cambodian version of Safe Delivery App (SDA), aligned to Cambodia's clinical guidelines. The SDA is a free digital job aid and learning platform for skilled birth attendants developed by Maternity Foundation that works offline and is used in more than 40 countries after adapting to the country context. In the year and a half since its launch in June 2021, SDA has become established in Cambodia, with more than 3,000 people, accounting for nearly half the number of midwives in Cambodia, downloading and using it on their devices, and 285 people having completed its self-learning modules. The review of the introduction process revealed that publicity on the professional association's social networking sites, in-person in-depth hands-on training, and troubleshooting in a managed social networking group were useful in promoting the use of the application, and that the Continuing Professional Development Program accreditation has been a strong motivator for completing the self-study program. On the other hand, the COVID-19 pandemic has led to increased use of digital tools, but it is important to prevent the expansion of the digital divide when implementing new digital tools, including SDA.
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Affiliation(s)
- Ikuma Nozaki
- Bureau of International Health Cooperation, National Center for Global Health and Medicine, Tokyo, Japan
- Expert of JICA technical cooperation project, Tokyo, Japan
| | - Minori Tsukada
- Expert of JICA technical cooperation project, Tokyo, Japan
| | - Pech Sothy
- National Maternal Child Health Center, Phnom Penh, Cambodia
| | - Kim Rattana
- National Maternal Child Health Center, Phnom Penh, Cambodia
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de Raad T, Wiersma F, Kuilman L, Ten Cate O. The Fate of Entrustable Professional Activities After Graduation: A Survey Study Among Graduated Physician Assistants. J Contin Educ Health Prof 2023; 43:28-33. [PMID: 36728984 PMCID: PMC9973427 DOI: 10.1097/ceh.0000000000000467] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
INTRODUCTION Entrustable professional activities (EPAs) are used during training but may also have significance after graduation. This domain has not yet been much explored. We investigated the use of EPAs among alumni of Master Physician Assistant programs in the Netherlands, where EPAs have been used since 2010. We aim to describe if and how EPAs have a role after graduation. Are EPAs used for continuous entrustment decisions or when shifting work settings? METHODS In September 2020, all registered Dutch physician assistants (PAs) ( n = 1441) were invited to participate in a voluntary, anonymous survey focusing on the use of EPAs after graduation. Survey items included questions regarding the use and usefulness of EPAs, views on continuous entrustment decisions, and how PAs document their competence. RESULTS A total of 421 PAs (response rate 29%) yielded information about the significance of EPAs after training. Among the respondents, 60% ( n = 252) reported adding new competencies and skills after graduation. One-third ( n = 120) of the respondents were trained in EPA-based programs. Almost all EPA-trained PAs (96%; n = 103) considered the EPA structure suitable to maintain and renew entrustment. Furthermore, PAs reported continued use of the EPA framework to seek formal qualifications through entrustment decisions. CONCLUSION This study shows that EPAs can play an ongoing role for PAs after graduation. EPA-trained PAs overwhelmingly support the continuous use of the EPA framework for entrustment decisions from graduation until retirement.
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Affiliation(s)
- Timo de Raad
- Mr. de Raad : Physician Assistant and Educator, Department of Pediatrics, University Medical Centre Utrecht, Utrecht, the Netherlands.Dr. Wiersma : Staff Member of the MSc Physician Assistant Program at the University of Applied Sciences, Utrecht, the Netherlands. Dr. Kuilman : Program Manager of the MSc Physician Assistant Program at the Hanze University of Applied Sciences, Groningen, the Netherlands, and Adjunct Professor, Department of Physician Assistant Studies, College of Health and Human Service, Northern Arizona University, Phoenix BMC, AZ. Dr. ten Cate : Professor of Medical Education and Senior Scientist, Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, the Netherlands
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Armas Freire PI, Gaspar GG, Zurita J, Salazar G, Velez JW, Bollela VR. E-Learning versus Face-to-Face Methodology for Learning Antimicrobial Resistance and Prescription Practice in a Tertiary Hospital of a Middle-Income Country. Antibiotics (Basel) 2022; 11:antibiotics11121829. [PMID: 36551486 PMCID: PMC9774894 DOI: 10.3390/antibiotics11121829] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2022] [Revised: 12/04/2022] [Accepted: 12/07/2022] [Indexed: 12/23/2022] Open
Abstract
Background: Antimicrobial resistance is a growing health problem worldwide. One strategy to face this problem in a reasonable way is training health personnel for the rational use of antimicrobials. There are some difficulties associated with medical staff to receiving training with E-learning education, but there is a lack of studies and insufficient evidence of the effectiveness of this method compared to face-to-face learning. Methods: An educational intervention on antimicrobial resistance (AMR) and antimicrobial prescription practice (APP) was designed and implemented using two approaches: face-to-face and E-learning among physicians of the intensive care unit (ICU) and internal medicine ward (IMW) at Eugenio Espejo Hospital in Quito. Modalities of interventions were compared to propose a strategy of continuous professional development (CPD) for all hospital staff. An interventional study was proposed using a quasi-experimental approach that included 91 physicians, of which 49 belong to the IMW and 42 to the ICU. All of them received training on AMR—half in a face-to-face mode and the other half in an asynchronous E-learning mode. They then all participated on APP training but with switched groups; those who previously participated in the face-to-face experience participated in an E-learning module and vice-versa. We evaluated self-perception about basic knowledge, attitudes and referred practices towards AMR and APP before and after the intervention. A review of medical records was conducted before and after training by checking antimicrobial prescriptions for all patients in the ICU and IMW with bacteremia, urinary tract infection (UTI), pneumonia, and skin and soft tissue infection. The study received IRB clearance, and we used SPSS for statistical analysis. Results: No statistically significant difference was observed between the E-learning and the face-to-face methodology for AMR and APP. Both methodologies improved knowledge, attitudes and referred practices. In the case of E-learning, there was a self-perception of improved attitudes (p < 0.05) and practices (p < 0.001) for both AMR and APP. In face-to-face, there was a perception of improvement only in attitudes (p < 0.001) for APP. In clinical practice, the use of antimicrobials significantly improved in all domains after training, including empirical and targeted treatment of bacteremia and pneumonia (p < 0.001) and targeted treatment of UTI (p < 0.05). For the empirical treatment of pneumonia, the mean number of antibiotics was reduced from 1.87 before to 1.05 after the intervention (p = 0.003), whereas in the targeted management of bacteremia, the number of antibiotics was reduced from 2.19 to 1.53 (p = 0.010). Conclusions: There was no statistically significant difference between the effect of E-learning and face-to-face strategy in terms of teaching AMR and APP. Adequate self-reported attitudes and practices in E-learning exceed those of the face-to-face approach. The empiric and targeted use of antimicrobials improved in all reviewed cases, and we observed an overall decrease in antibiotic use. Satisfaction with training was high for both methods, and participants valued the flexibility and accessibility of E-learning.
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Affiliation(s)
| | - Gilberto Gambero Gaspar
- Infection Control Service, University Hospital of Ribeirão Preto Medical School, University of São Paulo, Ribeirão Preto 14049-900, Brazil
| | - Jeannete Zurita
- Biomedical Research Unit, Zurita & Zurita Laboratories and Medical School, Pontifical Catholic University of Ecuador, Quito 170104, Ecuador
| | - Grace Salazar
- Infection Service, Oncologic Solca Hospital, Quito 170138, Ecuador
| | - Jorge Washington Velez
- Division of Education and Research, Hospital de Especialidades Eugenio Espejo, Central University of Ecuador, Quito 170136, Ecuador
| | - Valdes Roberto Bollela
- Department of Internal Medicine, Ribeirão Preto Medical School, University of São Paulo, Ribeirão Preto 14049-900, Brazil
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Cantaert GR, Pype P, Valcke M, Lauwerier E. Interprofessional Identity in Health and Social Care: Analysis and Synthesis of the Assumptions and Conceptions in the Literature. Int J Environ Res Public Health 2022; 19:14799. [PMID: 36429519 PMCID: PMC9690615 DOI: 10.3390/ijerph192214799] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Revised: 11/04/2022] [Accepted: 11/07/2022] [Indexed: 05/19/2023]
Abstract
Interprofessional identity (IPI) development is considered essential in reducing incongruency and improving interprofessional collaboration. However, noticeable differences in conceptualizations are being put forward in the literature, hindering interpretation of research findings and translation into practice. Therefore, a Concept Analysis and Critical Interpretative Synthesis of empirical research articles were conducted to explore the assumptions and conceptions of IPI. Independent literature screening by two researchers led to the inclusion and extraction of 39 out of 1334 articles. Through critical analysis, higher order themes were constructed and translated to a synthesizing argument and a conceptual framework depicting what constitutes IPI (attributes), the boundary conditions (antecedents) and the outcomes (consequences) of its development. The attributes refer to both IPI's structural properties and the core beliefs indicative of an interprofessional orientation. The antecedents inform us on the importance of IPI-fitting constructivist learning environments and intergroup leadership in enabling its development. This development may lead to several consequences with regard to professional wellbeing, team effectiveness and the quintuple aim. Given the educational orientation of this study, ways for facilitating and assessing the development of IPI among learners across the professional continuum have been proposed, although empirical research is needed to further validate links and mediating and moderating variables.
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Affiliation(s)
- Gabriël Rafaël Cantaert
- Department of Public Health and Primary Care, Ghent University, 9000 Ghent, Belgium
- Research Group Interprofessional Collaboration in Education, Research and Practice (IPC-ERP), Ghent University, 9000 Ghent, Belgium
| | - Peter Pype
- Department of Public Health and Primary Care, Ghent University, 9000 Ghent, Belgium
- Research Group Interprofessional Collaboration in Education, Research and Practice (IPC-ERP), Ghent University, 9000 Ghent, Belgium
| | - Martin Valcke
- Department of Educational Studies, Ghent University, 9000 Ghent, Belgium
| | - Emelien Lauwerier
- Department of Public Health and Primary Care, Ghent University, 9000 Ghent, Belgium
- Research Group Interprofessional Collaboration in Education, Research and Practice (IPC-ERP), Ghent University, 9000 Ghent, Belgium
- Department of Experimental-Clinical and Health Psychology, Ghent University, 9000 Ghent, Belgium
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Willman AS, Holland T, Blackadder-Weinstein J. Practice based small group learning during a pandemic: an evaluation from Defence Primary Healthcare. Educ Prim Care 2022; 33:331-336. [PMID: 36039711 DOI: 10.1080/14739879.2022.2115406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
The educational benefits of Practice-Based Small Group Learning (PBSGL) are well known. The Ministry of Defence in the United Kingdom employs a salaried healthcare workforce across the globe with staff frequently moving. Given the success of PBSGL in Canada and Scotland, PBSGL was introduced as a large pilot to assess it as a continuous professional development (CPD) resource. A survey gathering quantitative and qualitative was distributed to the pilot population after using PBSGL for 12 months. This showed the favoured types of CPD were PBSGL and taught CPD update courses. Themes identified from free-text comments were: developing professional educational networks during Covid; evolving themes of CPD; applying learning to practice; practical aspects of delivering CPD to Defence promoting a positive learning environment; human interaction is therapeutic. These were similar to educational and non-educational benefits found in previous evaluations, but with the added benefit of providing a professional educational network during the COVID pandemic. Benefits were preserved when the sessions were run remotely using video-conferencing, although some of the human interaction was lost. As CPD, it was highly valued. For Defence, who need to consider the CPD requirements of their workforce, provision of PBSGL alongside taught CPD updates may satisfy the learning needs of the majority of the workforce.
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Affiliation(s)
- Antony S Willman
- Defence Primary Healthcare, Queen Elizabeth Memorial Health Centre, Tidworth, UK.,Academic Department of Military General Practice, Royal College of Defence Medicine, Birmingham, UK
| | - Toby Holland
- Academic Department of Military General Practice, Royal College of Defence Medicine, Birmingham, UK
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Hugo-Van Dyk L, Nyoni CN, Williams M, Botha BS. Preceptor support during the COVID-19 pandemic: Recommendations for continuing development. Curationis 2022; 45:e1-e10. [PMID: 36331217 PMCID: PMC9634660 DOI: 10.4102/curationis.v45i1.2370] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Revised: 08/16/2022] [Accepted: 08/19/2022] [Indexed: 11/07/2022] Open
Abstract
Background Mentally fit preceptors may be more capable and flexible in providing students with system, emotional and cognitive support in the clinical learning environment (CLE) in the face of any life-threatening outbreaks. Existing professional development programmes for preceptors emphasise the development of preceptor competence in a normal CLE with minimal focus on their ability to engage with adverse events that challenge their mental health. Objective The study sought insight from preceptors’ experiences during the coronavirus disease 2019 (COVID-19) pandemic to identify their professional development programme needs while providing support to students during accompaniment. Method A mixed methods convergent parallel design was used to collect data from 24 preceptors at a nursing education institution (NEI). Eleven preceptors responded to the survey that included the coronavirus disease 2019 (COVID-19) Stress Scale (CSS) and Burnout Assessment Tool (BAT) to collect quantitative data. Semistructured interviews were conducted with five purposively selected preceptors to collect qualitative data regarding their experiences while accompanying students during the COVID-19 pandemic. Results Subscales within the CSS and BAT instruments were mapped against an existing preceptor support framework. Overall CSS data for each subscale indicated an average score varying from no stress to moderate stress, while BAT data shows that respondents rarely experienced burnout. However, some respondents experienced very high levels of stress and burnout. Qualitative data supplemented results. Conclusion The COVID-19 pandemic influenced preceptors’ role in supporting students and reflecting that they amended their functioning role. Existing preceptor professional development programmes should be reviewed to ensure that the necessary concepts that foster resilience are integrated to enhance the functional role of preceptors in adversity. Contribution Existing preceptor professional development programmes should be reviewed to ensure that the necessary concepts that foster resilience are integrated to enhance the functional role of preceptors in adversity.
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Affiliation(s)
- Lizemari Hugo-Van Dyk
- Faculty of Health Sciences, School of Nursing, University of the Free State, Bloemfontein, South Africa
| | - Champion N. Nyoni
- Faculty of Health Sciences, School of Nursing, University of the Free State, Bloemfontein, South Africa
| | - Margaret Williams
- Centre for Community Technology, School of Information Technology, Nelson Mandela University, Gqeberha, South Africa
| | - Benjamin S. Botha
- Faculty of Health Sciences, School of Nursing, University of the Free State, Bloemfontein, South Africa
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Ibrahim Khalil A, Abou Hashish E. Exploring how reflective practice training affects nurse interns' critical thinking disposition and communication skills. Nurs Manag (Harrow) 2022; 29:20-26. [PMID: 35412033 DOI: 10.7748/nm.2022.e2045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/16/2022] [Indexed: 11/09/2022]
Abstract
BACKGROUND It is useful for nurses to be able to engage in reflective practice. Reflective practice is an essential aspect of experiential learning. AIM To explore how reflective practice training during an internship programme in Saudi Arabia affected nurse interns' critical thinking disposition and interpersonal communication competency. METHOD A convenience sample of 93 senior nursing students undertaking the internship programme at a nursing college in a university in Saudi Arabia answered a questionnaire before and after taking part in reflective practice training sessions. The questionnaire used three tools: the Reflective Practice Questionnaire; the Critical Thinking Disposition Scale; and the Interpersonal Communication Competency Scale. RESULTS After the training, the overall mean scores for reflective practice, critical thinking disposition and interpersonal communication competency were significantly higher than before the training. Reflective practice had a positive correlation with critical thinking disposition and interpersonal communication competency. It also had predictive capability for the variance in critical thinking disposition and interpersonal communication competency (R 2 =0.798 and R 2 =0.553, respectively, P <0.001). CONCLUSION Reflective practice training provided to nurse interns in Saudi Arabia improved their reflective practice, critical thinking and interpersonal communication. Reflective practice training would be a useful addition to pre-graduate nurse education and to preceptorship or orientation programmes for newly recruited nurses.
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Affiliation(s)
- Amal Ibrahim Khalil
- College of Nursing-Jeddah, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
| | - Ebtsam Abou Hashish
- College of Nursing-Jeddah, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
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Endacott IC, Ekiri AB, Alafiatayo R, Galipo E, Okech SG, Kasirye FM, Vudriko P, Kalule FK, Whiteside L, Mijten E, Varga G, Cook AJC. Continuing Education of Animal Health Professionals in Uganda: A Training Needs Assessment. J Vet Med Educ 2022; 49:503-514. [PMID: 34077337 DOI: 10.3138/jvme-2020-0161] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
In Uganda, delivery of veterinary services is vital to animal health and productivity, and is heavily dependent on well-trained and skilled animal health professionals. The purpose of this study was to identify and prioritize areas for refresher training and continuous professional development of animal health professionals (veterinarians and veterinary paraprofessionals), with the overarching aim of improving veterinary service delivery in Uganda. A survey was administered electronically to 311 animal health professionals during the period November 14-30, 2019. Data were collected on relevant parameters including demographics, knowledge on preventive medicine, diagnostics, disease control and treatment, epidemiology, and One Health, as well as participants' opinions on training priorities, challenges faced, and constraints to veterinary service delivery. Most respondents were veterinarians 26-35 years old, were male, and worked in clinical practice. Lowest perceived knowledge was reported on subjects relating to laboratory diagnostics, antimicrobial resistance (AMR), and nutrition. Training topics considered to be of most benefit to respondents included laboratory diagnostics, treatment of common livestock diseases, AMR, and practical clinical skills in reproductive and preventive medicine. Participants preferred to receive training in the form of practical workshops, in-practice training, and external training. This study highlights the need to prioritize training in practical clinical skills, laboratory diagnostics, and AMR. Wet labs and hands-on practical clinical and laboratory skills should be incorporated to enhance training. Provision of targeted and successful trainings will be dependent on the allocation of adequate resources and support by relevant public and private stakeholders across the veterinary sector.
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Bordieu P. [A continuing education obligation for nursing professionals]. Soins 2022; 67:47-49. [PMID: 35914882 DOI: 10.1016/j.soin.2022.03.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
The continuing education of health professionals, and that of self-employed professionals in particular, is a public health issue that can question competence in a chronological manner. Firstly, the past, because continuous training implies the obsolescence of certain knowledge and therefore a questioning of the skills built on the basis of knowledge that evolves with scientific discoveries. Secondly, the future, because societal changes require a permanent adjustment of the missions and interventions implemented by professionals. Between the two, there are training systems, mandatory or not, self-financed or not.
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Rivard SJ, Kemp MT, Evans J, Sandhu G. Resident Perceptions of Faculty Behaviors Promoting Learner Operative Skills and Autonomy. J Surg Educ 2022; 79:431-440. [PMID: 34758932 DOI: 10.1016/j.jsurg.2021.09.015] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2021] [Revised: 09/17/2021] [Accepted: 09/17/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVE To better understand the resident perceived faculty factors associated with the promotion of resident operative skill and autonomy DESIGN: Qualitative retrospective analysis utilizing anonymous open-ended comments from residents on department of surgery faculty teaching evaluations and cross references them to observed faculty entrustment scores SETTING: Single tertiary midwestern allopathic academic medical center using data obtained between January 2016-August 2019 PARTICIPANTS: Forty-six resident and fourteen faculty surgeons from general, plastic, thoracic, and vascular surgery sections. RESULTS Themes of personal traits, the working environment created, and teaching techniques employed were identified across resident promoting attendings and resident limiting attendings. Promoting attendings employed preoperative goal setting, increased operative autonomy, and postoperative feedback while creating environments conducive to learning by promoting teamwork and collaboration. Alternatively, limiting attendings used more ineffective teaching techniques including micromanaging, lack of delegation, and treating residents as observers. Additionally, trainees described these operating room environments as stressful and strained. CONCLUSIONS Qualitative analysis of resident teaching evaluations of attending surgeons highlights the importance of relationships between learner and teacher, the learning environment, and teaching techniques. Continuous professional development programs centered on entrustment and promoting behaviors have the potential to disseminate strategies to enhance educator skills among surgeons.
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Affiliation(s)
| | - Michael T Kemp
- University of Michigan, Department of Surgery, Ann Arbor, Michigan
| | - Julie Evans
- University of Michigan, Department of Surgery, Ann Arbor, Michigan
| | - Gurjit Sandhu
- University of Michigan, Department of Surgery, Ann Arbor, Michigan
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Kateb L, El-Jayousi S, Al-Hussaini M. An Overview of King Hussein Cancer Center Institutional Review Board Over 12 Years (2009-2020), Successes and Challenges, Including Those Imposed by the COVID-19 Pandemic. J Empir Res Hum Res Ethics 2021; 17:94-101. [PMID: 34806921 DOI: 10.1177/15562646211053234] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The problem: Running an efficient institutional review board (IRB) can be challenging. The research subjects: To ensure an efficient committee, our IRB adopted several operational metrics. Methods: Analysis of retrospective data from the IRB records, database, and annual reports over 12 years. Results: The IRB roster comprises 11 members. The average medical to nonmedical member ratio is 5:6, and the male to female ratio is 4:7, which has not been consistent over the years. One thousand three hundred and twenty-four proposals were reviewed including 1077 exempt (81.3%), 126 expedited (9.5%), and 121 full board (9.2%) with a median turnaround time to approval of 4.0, 35.0, and 68.0 days, respectively. Training of the IRB members was conducted to enhance their knowledge and skills. IRB at King Hussein Cancer Center has managed to stay abreast and efficient during the COVID-19 pandemic, by working remotely. Conclusion: Running an efficient IRB mandates implementing a number of operational metrics.
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Affiliation(s)
- Linda Kateb
- Human Research Protection Program, 37559King Hussein Cancer Center, Amman, Jordan
| | - Sawsan El-Jayousi
- Human Research Protection Program, 37559King Hussein Cancer Center, Amman, Jordan
| | - Maysa Al-Hussaini
- Human Research Protection Program, 37559King Hussein Cancer Center, Amman, Jordan.,Department of Pathology and Laboratory Medicine, 37559King Hussein Cancer Center, Amman, Jordan
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Newman J, Liew A, Bowles J, Soady K, Inglis S. Podcasts for the Delivery of Medical Education and Remote Learning. J Med Internet Res 2021; 23:e29168. [PMID: 34448719 PMCID: PMC8433939 DOI: 10.2196/29168] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2021] [Revised: 06/30/2021] [Accepted: 07/27/2021] [Indexed: 11/22/2022] Open
Abstract
Podcasts are increasingly being recognized as an effective platform to facilitate the continuous professional development (CPD) of health care professionals (HCPs). Compared with face-to-face meetings and other more traditional forms of CPD, podcasts allow for flexible learning and are less expensive to develop. Podcasts are at the cutting edge of digital education and can be an important element of a pharmaceutical company’s multichannel communications plan to improve HCP engagement and CPD in specific therapy areas. However, developing a successful podcast can have significant challenges. In this viewpoint paper, we provide our perspectives on medical podcasts as a medium for educating HCPs in the digital age. We describe our experience in developing an HIV-focused podcast for Australian HCPs, creating a series that has now expanded to other therapy areas in several countries. Practical considerations and unique challenges associated with industry-sponsored podcasts are outlined. Overall, we believe that the process of developing a podcast can be a challenging but rewarding experience, and CPD delivered via podcasting should be more routinely considered by pharmaceutical companies.
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Affiliation(s)
| | | | - Jon Bowles
- Oxford PharmaGenesis, Oxford, United Kingdom
| | - Kelly Soady
- PharmaGenesis London, London, United Kingdom
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Baraka MA, Alboghdadly A, Alshawwa S, Elnour AA, Alsultan H, Alsalman T, Alaithan H, Islam MA, El-Fass KA, Mohamed Y, Alasseri AA, Fahelelbum KM. Perspectives of Healthcare Professionals Regarding Factors Associated with Antimicrobial Resistance (AMR) and Their Consequences: A Cross Sectional Study in Eastern Province of Saudi Arabia. Antibiotics (Basel) 2021; 10:878. [PMID: 34356799 DOI: 10.3390/antibiotics10070878] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Revised: 07/07/2021] [Accepted: 07/08/2021] [Indexed: 11/23/2022] Open
Abstract
Factors reported in the literature associated with inappropriate prescribing of antimicrobials include physicians with less experience, uncertain diagnosis, and patient caregiver influences on physicians’ decisions. Monitoring antimicrobial resistance is critical for identifying emerging resistance patterns, developing, and assessing the effectiveness of mitigation strategies. Improvement in prescribing antimicrobials would minimize the risk of resistance and, consequently, improve patients’ clinical and health outcomes. The purpose of the study is to delineate factors associated with antimicrobial resistance, describe the factors influencing prescriber’s choice during prescribing of antimicrobial, and examine factors related to consequences of inappropriate prescribing of antimicrobial. A cross-sectional study was conducted among healthcare providers (190) in six tertiary hospitals in the Eastern province of Saudi Arabia. The research panel has developed, validated, and piloted survey specific with closed-ended questions. A value of p < 0.05 was considered to be statistically significant. All data analysis was performed using the Statistical Package for Social Sciences (IBM SPSS version 23.0). 72.7% of the respondents have agreed that poor skills and knowledge are key factors that contribute to the inappropriate prescribing of antimicrobials. All of the respondents acknowledged effectiveness, previous experience with the antimicrobial, and reading scientific materials (such as books, articles, and the internet) as being key factors influencing physicians’ choice during antimicrobial prescribing. The current study has identified comprehensive education and training needs for healthcare providers about antimicrobial resistance. Using antimicrobials unnecessarily, insufficient duration of antimicrobial use, and using broad spectrum antimicrobials were reported to be common practices. Furthermore, poor skills and knowledge were a key factor that contributed to the inappropriate use and overuse of antimicrobials, and the use of antimicrobials without a physician’s prescription (i.e., self-medication) represent key factors which contribute to AMR from participants’ perspectives. Furthermore, internal policy and guidelines are needed to ensure that the antimicrobials are prescribed in accordance with standard protocols and clinical guidelines.
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Teoh JY. How occupational therapy practitioners use virtual communities on the Facebook social media platform for professional learning: A critical incident study. Scand J Occup Ther 2021; 29:58-68. [PMID: 33715584 DOI: 10.1080/11038128.2021.1895307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
BACKGROUND As the use of social media to mediate learning in the occupational therapy profession gains increasing recognition, calls for tangible guidance with concrete and platform-specific examples have also become prominent. AIMS This study aims to describe and analyse the various learning activities qualified occupational therapy practitioners engage with in professional communities known as 'groups' on the Facebook social media platform. METHOD Forty-nine (n = 49) practitioners eligible for registration with the Health and Care Professions Council in the United Kingdom completed online questionnaires to produce one-hundred and ten (n = 110) critical incident reports. Data were thematically analysed. RESULTS Six learning activities were inductively identified: (1) Acquisition of New Ideas; (2) Reinforcement of Existing Knowledge; (3) Adjustments to Existing Knowledge; (4) Learning about Resources; (5) Learning related to Career Advancement; (6) Learning related to Hidden Curriculum. CONCLUSION This study showcases the varied ways occupational therapy practitioners learn through Facebook Groups, evidencing the utility of this professional learning environment. SIGNIFICANCE Findings enable occupational therapy practitioners to better evaluate which activities to engage in on Facebook Groups for learning and development of higher-quality professional practice. Further research examining the utility of Facebook Groups for professional learning in contrast to other social media platforms is recommended.
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Affiliation(s)
- J Y Teoh
- School of Medicine, Cardiff University, Cardiff, UK
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Mbidi TSN, Damons A. Effort and reward imbalance factors motivating Namibian professional nurses to participate in continuous professional development: A confirmatory factor analysis. Health SA 2021; 25:1313. [PMID: 33391825 PMCID: PMC7756522 DOI: 10.4102/hsag.v25i0.1313] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2019] [Accepted: 10/23/2020] [Indexed: 12/02/2022] Open
Abstract
Background To improve professional development, it is important to understand the motivational factors behind nurses’ participation in specific types of continuous professional development activities. Effort–rewards imbalance (ERI) posits an imbalance between high efforts spent at work and low rewards sometimes received in turn. However, professional nurses have various ERIs that can influence their reasons to participate in continuous professional development activities. Aim The purpose of this article was to propose a model for selected ERI factors, which motivate professional nurses to participate in continuous professional development activities. Setting Two hundred and forty-one professional nurses working in a public national referral hospital in Namibia participated in the study. Methods Survey data on professional nurses’ reasons and motivations to participate in the professional development activities were analysed using a literature-based framework on ERI and reasons for participation in continuous professional development. The survey data were analysed for reflective relationships of ERI and reasons for participation in continuous professional development activities. A confirmatory factor analysis method using IBM SPSS AMOS version 23 was used to develop and validate the effort–reward motives for a continuous professional development model. Results Four effort-reward imbalance factors were derived from sixteen CPD motives. The reflective factors were (1) extrinsic efforts, (2) intrinsic efforts, (3) reward motives, and (4) over-commitment motives. The four conceptual factors made up a second-order effort-reward motives factor for the nurses’ reasons to take part in continuous professional development activities. Conclusions The results of this study show that professional nurses consider taking part in continuous professional development activities in order to carry out their work better but not as a way to increase chances of promotion. The study also concluded that the older professional nurses tend to have higher intrinsic effrot motivation than their younger counterparts. Thus, nurses could use these findings to understand the reasons which motivate them to develop professionally.
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Affiliation(s)
- Tekla S N Mbidi
- Department of Nursing and Midwifery, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa.,International University of Management, Windhoek, Namibia
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Stephenson CR, Qian Q, Mueller PS, Schleck CD, Mandrekar JN, Beckman TJ, Wittich CM. Chinese physician perceptions regarding industry support of continuing medical education programs: a cross-sectional survey. Med Educ Online 2020; 25:1694308. [PMID: 31747854 PMCID: PMC6882482 DOI: 10.1080/10872981.2019.1694308] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/15/2019] [Revised: 09/18/2019] [Accepted: 10/15/2019] [Indexed: 06/10/2023]
Abstract
Background: Industry funding in continuing medical education has been extensively studied in the USA. Although continuing medical education is also a requirement for Chinese physicians, little is known about Chinese physician perceptions of industry support in continuing medical education.Objective: We aim to determine perceptions regarding industry support for CME among Chinese physicians at a large CME course, examine potential associations between Chinese physicians' perceptions and their demographic characteristics, and compare Chinese and US physicians' perceptions of industry support for CME.Design: We performed a cross-sectional survey of physicians at a nephrology continuing medical education conference in China. All participants received a previously published, anonymous survey consisting of 4 items, with questions asked in English and Mandarin Chinese. Responses were compared with those of a previous cohort in the USA.Results: The response rate was 24% (128/541). Most respondents were nephrologists (112/126, 89%), women (91/128, 71%), and aged 20 to 40 years (79/127, 62%). Most respondents preferred industry-supported continuing medical education (84/123, 68%) or had no preference (33/123, 27%). More clinicians than clinical researchers supported industry offsetting costs (76.9% vs 58.3%; P = .03). Almost half of participants (58/125, 46%) stated that industry-supported continuing medical education was biased in support of industry. Compared with US physicians, Chinese physicians were more likely to believe, or had no opinion, that industry-supported courses were biased (67.2% vs 47.0%; P < .001).Conclusions: Chinese continuing medical education participants preferred industry-sponsored continuing medical education and were strongly in favor of industry offsetting costs, but almost half believed that such education was biased in favor of supporting companies. Concern for bias was higher among Chinese than US physicians. Given participants' concerns, further study examining industry bias in Chinese continuing medical education is recommended.Abbreviations: CME: Continuing medical education; US: USA.
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Affiliation(s)
| | - Qi Qian
- Division of Nephrology and Hypertension, Mayo Clinic, Rochester, MN, USA
| | - Paul S. Mueller
- Division of General Internal Medicine, Mayo Clinic, Rochester, MN, USA
| | - Cathy D. Schleck
- Division of Biomedical Statistics and Informatics, Mayo Clinic, Rochester, MN, USA
| | | | - Thomas J. Beckman
- Division of General Internal Medicine, Mayo Clinic, Rochester, MN, USA
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Fink NE. Foreword: Ethics in Laboratory Medicine. EJIFCC 2020; 31:260-261. [PMID: 33376465 PMCID: PMC7745295] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Affiliation(s)
- Nilda E. Fink
- On behalf of the IFCC Task Force on Ethics (TF-E), PROES Program, Biochemical Foundation of Argentina,Corresponding author: Nilda E. Fink Chair, IFCC Task Force on Ethics (TF-E) Director, Programa PROES Fundación Bioquimica Argentina Viamonte 1167 Buenos Aires C 1053 Argentina E-mail:
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Banys V. How does the MedTech Europe Code of Ethical Business Practice Affect the Activities of Professional Societies in Laboratory Medicine? EJIFCC 2020; 31:320-325. [PMID: 33376472 PMCID: PMC7745294] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Abstract
The MedTech Europe Code of Ethical Business Practice came into effect on 1 January 2018. It was created by the medical technology industry. It addresses the importance of fair management of educational grants: public disclosure of provided educational grants, compliance of conferences with the Conference Vetting System; allocation of grants to healthcare organizations (HCOs) but not to the healthcare professionals (HCPs); the need for written contracts with HCOs, etc. As a National Society and member of IFCC and EFLM, the Lithuanian Society of Laboratory Medicine (LLMD) has created a fund dedicated to the continuous professional development of LLMD member HCPs. The fund, as an instrument for the ethical use of money, corresponds to the principles of the MedTech Code of Ethical Business Practice and is an example on how HCOs can implement it to ensure ethical communication between the IVD (In Vitro Diagnostics) industry, HCOs and their member HCPs. Scarce data exists on the level of MedTech acceptance and implementation among HCOs and HCPs, thus more effort has to be made to better communicate and consequently improve fair use of the funds received from the industry, and to improve the ethical behavior of HCPs.
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Affiliation(s)
- Valdas Banys
- Vilnius University, Faculty of Medicine, Institute of Biomedical Sciences, Department of Physiology, Biochemistry, Microbiology and Laboratory Medicine, Vilnius, Lithuania
- Vilnius University Hospital Santaros Klinikos, Center of Laboratory Medicine, Vilnius, Lithuania
- Lithuanian Society of Laboratory Medicine
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Dziedzic A, Tanasiewicz M, Abed H, Dickinson C, Picciani B. Are Special Care Dentistry Services Prepared for a Global Disruption in Healthcare? A Call for a Wider Promotion of Dental Conscious Sedation Training. Healthcare (Basel) 2020; 8:healthcare8040419. [PMID: 33105613 PMCID: PMC7711601 DOI: 10.3390/healthcare8040419] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2020] [Revised: 10/18/2020] [Accepted: 10/19/2020] [Indexed: 12/18/2022] Open
Abstract
Recently, calls for prompt and smart reform of dental education and postgraduate training have been made, reflecting the current global healthcare needs and addressing the most common problems faced by dental care providers. Objectives: Herewith, we propose the enhancement of multilevel dental training in dental conscious sedation (DCS), in order to meet the increasing demands associated with current and post-pandemic times. The temporary suspension of general anaesthesia and hospital-based sedation provision in response to coronavirus disease 2019 (COVID-19) revealed the urgent need for more efficient utilization of a variety of forms of DCS. Whilst the global spread of Severe Acute Respiratory Syndrome novel coronavirus (SARS-CoV-2) has particularly challenged dental sedation teams in community services, the appropriate preparation for similar disruptions in future should be undertaken proactively. In response, dental schools and commissioners are obliged to implement innovations in teaching, with the development of new programs supporting trainer–trainee interactions and focusing on practical sedation skills. Conclusions: The joint efforts of educators, healthcare providers, and commissioners, as well as adequate and robust DCS training utilizing a variety of teaching methods, would allow our profession to face the growing demand for pain and anxiety control measures in light of the current situation, which may increase even further over time. Decision makers are urged to consider making training in DCS more accessible, meeting current healthcare demands, and equally providing essential support for the special dental care sector.
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Affiliation(s)
- Arkadiusz Dziedzic
- Department of Conservative Dentistry with Endodontics, Medical University of Silesia, 40-055 Katowice, Poland;
- Correspondence:
| | - Marta Tanasiewicz
- Department of Conservative Dentistry with Endodontics, Medical University of Silesia, 40-055 Katowice, Poland;
| | - Hassan Abed
- Department of Sedation and Special Care Dentistry, King’s College, Guy’s Hospital, London SE1 9RT, UK; (H.A.); (C.D.)
| | - Chris Dickinson
- Department of Sedation and Special Care Dentistry, King’s College, Guy’s Hospital, London SE1 9RT, UK; (H.A.); (C.D.)
| | - Bruna Picciani
- Graduate Program in Dentistry, Federal Fluminense University, Nova Friburgo, Dental Center for Patients with Special Needs, Rio de Janeiro 24220-008, Brazil;
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Abstract
Understanding the role of pharmacists’ job satisfaction is important because a lack of job satisfaction might have negative impacts on patient care and safety. The aim of this cross-sectional study was to explore and compare job satisfaction among pharmacists graduating from the pharmacy programs at Umeå University, Sweden. Data concerning job satisfaction and associated factors were collected using an alumni survey conducted among pharmacists graduating between 2015 and 2018. Ethical committee approval is not required for this type of study in Sweden. A majority (92.6%) of the pharmacy graduates were female. A majority of the graduates (91.4%) were satisfied with their job most of the time or all of the time, which was similar to a previous investigation among pharmacists graduating between 2006 and 2014. High access to continuous professional development (CPD) was associated with higher job satisfaction (odds ratio (OR): 18.717 (95% confidence interval (CI): 1.685–207.871)). In total, 65.6% considered access to CPD to be high (i.e., satisfactory to very good). Variables like gender, age, employee category, workplace, years since graduation, and income did not affect job satisfaction. Knowledge regarding job satisfaction will enable employers to respond to employees’ needs, decrease turnover, and improve the work environment.
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de Beer W. Is the RANZCP CPD programme a competency-based educational programme? Australas Psychiatry 2019; 27:404-408. [PMID: 31264890 DOI: 10.1177/1039856219859279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE This paper attempts to address whether the Royal Australian and New Zealand College of Psychiatrists (RANZCP) have implemented a competency-based continuing professional development (CPD) programme. CONCLUSION The RANZCP have implemented a competency-based CPD programme, but a number of areas, especially assessment, can strengthen the competency-based approach.
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Affiliation(s)
- Wayne de Beer
- Department of Consultation-Liaison Psychiatry, Waikato District Health Board, Hamilton, New Zealand
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Rizan C, Montgomery J, Ramage C, Welch J, Dewhurst G. Why are UK junior doctors taking time out of training and what are their experiences? A qualitative study. J R Soc Med 2019; 112:192-199. [PMID: 30963774 DOI: 10.1177/0141076819831872] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
OBJECTIVES The number of doctors directly entering UK specialty training after their foundation year 2 (F2) has steadily declined from 83% in 2010 to 42.6% in 2017. The year following F2, outside the UK training pathway, is informally termed an 'F3' year. There is a paucity of qualitative research exploring why increasingly doctors are taking F3s. The aim of this study is to explore the reasons why F2 doctors are choosing to take a year out of training and the impact upon future career choices. DESIGN This is an exploratory qualitative study, using in-depth interviews and content analysis. SETTING UK. PARTICIPANTS Fourteen participants were interviewed from one foundation school. Participants included five doctors who commenced their F3 in 2015, five who started in 2016 and finally four recently starting this in 2017. MAIN OUTCOME MEASURES Content analysis was conducted to distill the themes which exemplified the totality of the experience of the three groups. RESULTS There were four predominant themes arising within the data set which can be framed as 'unmet needs' arising within foundation years, sought to be fulfilled by the F3 year. First, doctors describe exhaustion and stress resulting in a need for a 'break'. Second, doctors required more time to make decisions surrounding specialty applications and prepare competitive portfolios. Third, participants felt a loss of control which was (partially) regained during their F3s. The final theme was the impact of taking time out upon return to training (for those participants who had completed their F3 year). When doctors returned to NHS posts they brought valuable experience. CONCLUSIONS This study provides evidence to support the important ongoing initiatives from Health Education England and other postgraduate bodies, exploring approaches to further engage, retain and support the junior doctor workforce.
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Affiliation(s)
- Chantelle Rizan
- 1 Brighton and Sussex University Hospitals NHS Trust, Brighton BN2 5BE, UK
| | | | - Charlotte Ramage
- 3 School of Health Sciences, University of Brighton, Brighton BN1 9QW, UK
| | - Jan Welch
- 4 South Thames Foundation School, London SE1 9RT, UK
| | - Graeme Dewhurst
- 5 Health Education England Kent Surrey and Sussex, London WC1B 5DN, UK
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Lecours J, Bernier F, Friedmann D, Jobin V, Charlin B, Fernandez N. Learning-by-Concordance for Family Physicians: Revealing its Value for Continuing Professional Development in Dermatology. MedEdPublish (2016) 2018; 7:236. [PMID: 38089224 PMCID: PMC10712009 DOI: 10.15694/mep.2018.0000236.1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/28/2024] Open
Abstract
This article was migrated. The article was marked as recommended. Introduction Continuous Professional Development (CPD) is an important part of a physician's professional life. Yet, providing effective in-service training solutions is a persistent challenge for CPD planners. Methods Primary care physicians are frequently confronted with skin lesionsthey feel ill-prepared to manage. A dermatology Learning-by-concordance (LbC) online activity was developed and offered to family physicians for CPD credit. We were interested in finding out whether this online tool was suitable for CPD. Following a pilot phase, the on-line activity was launched and 45 geographically dispersed primary care physicians completed it. They participated in a telephone conference a week later with an expert to discuss outstanding questions. Evaluation was carried out by a survey that was available immediately after the last case. Results Participants found the on-line training tool user friendly and should be implemented on a larger scale. Participants found the dermatology concepts discussed allowed them to increase their knowledge and apply it to their practice. Discussion Among the strengths of LbC is that the learning task resemble those of a primary physician's daily practice. Finally, our study reveals that LbC is easily integrated in busy work schedules and thus is an effective learning solution for CPD.
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Qarani WM, Jan R, Saeed KMI, Khymani L. We need higher education: Voice of nursing administration from Kabul, Afghanistan. Nurs Open 2018; 5:317-322. [PMID: 30062025 PMCID: PMC6056442 DOI: 10.1002/nop2.140] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2017] [Accepted: 02/13/2018] [Indexed: 11/07/2022] Open
Abstract
AIM To explore the educational profile of nursing managers and head nurses at public hospitals in Kabul, Afghanistan. DESIGN A descriptive cross-sectional study design was employed. METHOD A self-administered pre-tested questionnaire was used to recruit 86 nursing managers and head nurses from 17 public hospitals in Kabul. SPSS version 19 was used to analyze and report the data through descriptive statistics. RESULTS It was found that, none of the participant was prepared with higher education in nursing; rather they had only diploma in nursing; and 84.9% of them had completed their nursing diploma before 2002.; 11.6% of participants were currently studying; and all were in non-nursing disciplines. On the other hand 100% of the participants expressed intention for further studies mainly in leadership and management, computer skill, English language, in-service nursing trainings and higher education in nursing.
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Affiliation(s)
- Wais M. Qarani
- French Medical Institute for Children (FMIC)KabulAfghanistan
| | - Rafat Jan
- School of Nursing and MidwiferyAga Khan University School of Nursing and Midwifery (AKU‐SoNaM)KarachiPakistan
| | - Khwaja M. I. Saeed
- Head of Grant and Contract Management Unit (GCMU)Ministry of Public HealthKabulAfghanistan
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Abstract
BACKGROUND Post-graduate education and continuous professional development (CPD) within dietetics lack clearly defined pathways. The current literature primarily focuses on new graduate perceptions of workplace learning (WPL). The present study raises issues of how CPD is sustained throughout a National Health Service (NHS) career, how informal learning might be made more visible and whether the workplace withholds learning opportunities. METHODS Qualified dietitians participated in focus groups (n = 32) and a nominal group technique (n = 24). Data from audio recordings were transcribed and triangulated. Thematic analysis took an interpretative approach. RESULTS One size for WPL for dietetics and, likely, other allied health professionals (AHPs) did not meet the learning needs of everyone. The informal implicit learning affordances often went unrecognised. A greater emphasis on teaching, picking up on the strong preference for discussion with others voiced in the present study, may improve recognition of all WPL opportunities. Better scaffolding or guided support of entry level dietitians may ease the transition from study to workplace and challenge any perception of 'clipped wings'. Where development and career progression proves difficult for experienced dietitians, mentoring or stepping outside the NHS may revitalise by providing new communities of practice. CONCLUSIONS WPL cannot be understood as a unitary concept. Dietitians engage with WPL differently across their careers. Future visions of WPL, especially explicit post-graduate career and education frameworks, must accommodate these differences to retain the highest calibre dietitians. The implications of a period of learning 'maintenance' rather than CPD among experienced dietitians offers a topic for further research, particularly as the workforce ages.
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Affiliation(s)
- R C Boocock
- Bradford Teaching Hospitals NHS Foundation Trust, Bradford, UK
| | - R K O'Rourke
- Leeds Institute of Medical Education, University of Leeds, Leeds, UK
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Wilbur K, Taylor ADJ. Does a blended learning environment suit advanced practice training for pharmacists in a Middle East setting? Int J Pharm Pract 2018; 26:560-567. [PMID: 29600530 DOI: 10.1111/ijpp.12437] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2017] [Accepted: 01/27/2018] [Indexed: 11/26/2022]
Abstract
OBJECTIVES The transfer of pedagogies and instructional techniques outside their contexts of origin may not be always be suitable for intended learners. The aim of this study was to explore the experiences of Middle East pharmacists enrolled in advanced pharmacy practice courses delivered through a blended learning environment (BLE). METHODS Seventeen students and graduates from a BLE in Qatar participated in focus group interviews. A topic guide was developed to elicit these pharmacists' perspectives on perceived barriers to completing the courses and facilitating factors for content engagement and overall satisfaction. Discussions were recorded, transcribed verbatim and text analysed using thematic content analysis. KEY FINDINGS We identified three predominant themes in our analysis of these discussions: (1) relevance, (2) motivation and (3) communication. Participants favourably endorsed any programme aspect that linked with their workplace care responsibilities, but found it challenging to adapt to high-fidelity testing environments. The on-campus sessions were key for sustaining motivation and recommitting to time management and organisation with the distance-based content. Although these students expressed difficulty in understanding posted assignment instructions and feedback and occasionally faced technological issues, they were overwhelmingly satisfied with how the programme contributed to advancing their practice capabilities. CONCLUSIONS Pharmacists enrolled in BLE advanced pharmacy practice courses in Qatar identified barriers and facilitators like those experienced by professional learners elsewhere. However, we found that instructional design and communication approaches merit some special consideration for Arab students for optimal engagement in BLE.
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Affiliation(s)
- Kerry Wilbur
- Faculty of Pharmaceutical Sciences, the University of British Columbia, Vancouver, BC, Canada
| | - Andrea D J Taylor
- Department of Pharmacy and Pharmacology, University of Bath, Claverton Down, Bath, UK
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Tunpattu S, Newey V, Sigera C, De Silva P, Goonarathna A, Aluthge I, Thambavita P, Perera R, Meegahawatte A, Isaam I, Dondorp AM, Haniffa R. A short, structured skills training course for critical care physiotherapists in a lower-middle income country. Physiother Theory Pract 2018; 34:714-722. [PMID: 29319380 DOI: 10.1080/09593985.2018.1423593] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
OBJECTIVES The aim of this article is to describe the delivery and acceptability of a short, structured training course for critical care physiotherapy and its effects on the knowledge and skills of the participants in Sri Lanka, a lower-middle income country. METHODS The two-day program combining short didactic sessions with small group workshops and skills stations was developed and delivered by local facilitators in partnership with an overseas specialist physiotherapist trainer. The impact was assessed using pre/post-course self-assessment, pre/post-course multiple-choice-question (MCQ) papers, and an end-of-course feedback questionnaire. RESULTS Fifty-six physiotherapists (26% of critical care physiotherapists in Sri Lanka) participated. Overall confidence in common critical care physiotherapy skills improved from 11.6% to 59.2% in pre/post-training self-assessments, respectively. Post-course MCQ scores (mean score = 63.2) and percentage of passes (87.5%) were higher than pre-course scores (mean score = 36.6; percentage of passes = 12.5%). Overall feedback was very positive as 75% of the participants were highly satisfied with the course's contribution to improved critical care knowledge. CONCLUSIONS This short, structured, critical care focused physiotherapy training has potential benefit to participating physiotherapists. Further, it provides an evidence that collaborative program can be planned and conducted successfully in a resource poor setting. This sustainable short course model may be adaptable to other resource-limited settings.
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Affiliation(s)
- Sanjeewa Tunpattu
- a Cardiothoracic Intensive Care Unit , National Hospital of Sri Lanka , Colombo , Sri Lanka
| | - Victoria Newey
- b Barts Health NHS Trust , St. Bartholomew's Hospital , London , UK
| | - Chathurani Sigera
- c National Intensive Care Surveillance , Ministry of Health , Colombo , Sri Lanka.,d Network for Intensive Care Skills Training , Colombo , Sri Lanka
| | - Pubudu De Silva
- c National Intensive Care Surveillance , Ministry of Health , Colombo , Sri Lanka.,d Network for Intensive Care Skills Training , Colombo , Sri Lanka.,e Intensive Care National Audit and Research Center , London , UK
| | - Amal Goonarathna
- f School of Physiotherapy and Occupational Therapy , Ministry of Health , Colombo , Sri Lanka
| | - Iranga Aluthge
- f School of Physiotherapy and Occupational Therapy , Ministry of Health , Colombo , Sri Lanka
| | - Pasan Thambavita
- g Neuro Trauma Centre , National Hospital of Sri Lanka , Colombo , Sri Lanka
| | - Rohan Perera
- f School of Physiotherapy and Occupational Therapy , Ministry of Health , Colombo , Sri Lanka
| | - Amila Meegahawatte
- c National Intensive Care Surveillance , Ministry of Health , Colombo , Sri Lanka
| | - Ilhaam Isaam
- d Network for Intensive Care Skills Training , Colombo , Sri Lanka
| | - Arjen M Dondorp
- h Mahidol Oxford Tropical Medicine Research Unit , Bangkok , Thailand
| | - Rashan Haniffa
- c National Intensive Care Surveillance , Ministry of Health , Colombo , Sri Lanka.,d Network for Intensive Care Skills Training , Colombo , Sri Lanka.,h Mahidol Oxford Tropical Medicine Research Unit , Bangkok , Thailand.,i Department of Clinical Medicine, Faculty of Medicine , University of Colombo , Colombo , Sri Lanka
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Murphy D, Aitchison P, Hernandez Santiago V, Davey P, Mires G, Nathwani D. Insightful Practice: a robust measure of medical students' professional response to feedback on their performance. BMC Med Educ 2015; 15:125. [PMID: 26232114 PMCID: PMC4522119 DOI: 10.1186/s12909-015-0406-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2014] [Accepted: 07/06/2015] [Indexed: 05/16/2023]
Abstract
BACKGROUND Healthcare professionals need to show accountability, responsibility and appropriate response to audit feedback. Assessment of Insightful Practice (engagement, insight and appropriate action for improvement) has been shown to offer a robust system, in general practice, to identify concerns in doctors' response to independent feedback. This study researched the system's utility in medical undergraduates. SETTING AND PARTICIPANTS 28 fourth year medical students reflected on their performance feedback. Reflection was supported by a staff coach. Students' portfolios were divided into two groups (n = 14). Group 1 students were assessed by three staff assessors (calibrated using group training) and Group 2 students' portfolios were assessed by three staff assessors (un-calibrated by one-to-one training). Assessments were by blinded web-based exercise and assessors were senior Medical School staff. DESIGN Case series with mixed qualitative and quantitative methods. A feedback dataset was specified as (1) student-specific End-of-Block Clinical Feedback, (2) other available Medical School assessment data and, (3) an assessment of students' identification of prescribing errors. Analysis and statistical tests: Generalisability G-theory and associated Decision D- studies were used to assess the reliability of the system and a subsequent recommendation on students' suitability to progress training. One-to-one interviews explored participants' experiences. MAIN OUTCOME MEASURES The primary outcome measure was inter-rater reliability of assessment of students' Insightful Practice. Secondary outcome measures were the reaction of participants and their self-reported behavioural change. RESULTS The method offered a feasible and highly reliable global assessment for calibrated assessors, G (inter-rater reliability) > 0.8 (two assessors), but not un-calibrated assessors G < 0.31. Calibrated assessment proved an acceptable basis to enhance feedback and identify concern in professionalism. Students reported increased awareness in teamwork and in the importance of heeding advice. Coaches reported improvement in their feedback skills and commitment to improving the quality of student feedback. CONCLUSIONS Insightful practice offers a reliable and feasible method to evaluate medical undergraduates' professional response to their training feedback. The piloted system offers a method to assist the early identification of students at risk and monitor, where required, the remediation of students to get their level(s) of professional response to feedback back 'on track'.
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Affiliation(s)
- Douglas Murphy
- Quality, Safety and Informatics Research Group, Population Health Sciences, University of Dundee, Mackenzie Building, Kirsty Semple Way, Dundee, DD2 4BF, UK.
| | - Patricia Aitchison
- Nursing, Midwifery & Allied Health Professionals Research Unit (NMAHP), Innovation Park, University of Stirling, Stirling, FK9 4NF, UK.
| | - Virginia Hernandez Santiago
- Quality, Safety and Informatics Research Group, Population Health Sciences, University of Dundee, Mackenzie Building, Kirsty Semple Way, Dundee, DD2 4BF, UK.
| | - Peter Davey
- Quality, Safety and Informatics Research Group, Population Health Sciences, University of Dundee, Mackenzie Building, Kirsty Semple Way, Dundee, DD2 4BF, UK.
| | - Gary Mires
- Ninewells Hospital, Dundee, DD1 9SY, UK.
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Knox S, Dunne S, Cullen W, Dunne CP. A qualitative assessment of practitioner perspectives post-introduction of the first continuous professional competence (CPC) guidelines for emergency medical technicians in Ireland. BMC Emerg Med 2015; 15:11. [PMID: 26003408 PMCID: PMC4494191 DOI: 10.1186/s12873-015-0037-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2015] [Accepted: 05/13/2015] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND In November 2013, the Irish Regulator for emergency medical technicians (EMTs) introduced the first mandatory requirement for registrants to demonstrate evidence of continuous professional development (CPD)/continuous professional competence (CPC). This qualitative study assessed the experience of practitioners with CPC-related materials provided to them by the Regulator in addition to identifying perceived or encountered practical challenges and suggested improvements six months following introduction of the requirement. METHODS Five fora were utilised, comprising two distinct groupings: a group of student EMTs (n = 62) and four discrete groups of qualified EMTs (total n = 131) all of whom had commenced the newly-introduced CPC process. All 193 volunteers were members of the Civil Defence (an auxiliary/voluntary organisation) and represented a nationwide distribution of personnel. Responses were categorised as 'perceived' challenges to CPC, relating to student EMTs, and 'experienced' challenges to CPC, relating to qualified EMTs. Responses also included suggestions from both groups of EMTs on how to improve the current system and guidance material. Audio/visual recordings were made, transcribed and then analysed using NVivo (version 10). A coding framework was developed which identified unifying themes. RESULTS All participants agreed that CPC for pre-hospital practitioners was a welcomed initiative believing that CPC activities would help ensure that EMTs maintain or enhance their skills and be better enabled to provide quality care to the patients they might encounter. Two specific areas were identified by both groups as being challenging: 1) the practicalities of completing CPC and 2) the governance and administration of the CPC process. Challenging practicalities included: ability of voluntary EMTs to gain access to operational placements with paramedics and advanced paramedics; the ability to experience the number of patient contacts required and the definition of what constitutes a 'patient contact'. With regard to the governance and administration of CPC, it was suggested that in order to enhance the process, the Regulator should provide: an outline of the CPC audit process; examples of cases studies and reflective practice; templates for portfolios; and should establish a central hub for CPC information. CONCLUSION These groups of Irish EMTs appeared keen to participate in continuous professional competence activities. In addition, these EMTs identified areas that, in their opinion, required clarification by the Regulator related to the practicalities of CPC and the governance and administration of CPC. More information, dissemination of sample requirements and further effective engagement with the Regulator could be used to refine the current CPC requirements for EMTs.
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Affiliation(s)
- Shane Knox
- Centre for Interventions in Infection, Inflammation & Immunity (4i), Graduate Entry Medical School, University of Limerick, Limerick, Ireland.
- Health Services Executive, National Ambulance Service College, Dublin, Ireland.
| | - Suzanne Dunne
- Centre for Interventions in Infection, Inflammation & Immunity (4i), Graduate Entry Medical School, University of Limerick, Limerick, Ireland.
| | - Walter Cullen
- Centre for Interventions in Infection, Inflammation & Immunity (4i), Graduate Entry Medical School, University of Limerick, Limerick, Ireland.
| | - Colum P Dunne
- Centre for Interventions in Infection, Inflammation & Immunity (4i), Graduate Entry Medical School, University of Limerick, Limerick, Ireland.
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Knox S, Cullen W, Dunne C. Continuous Professional Competence (CPC) for Irish paramedics and advanced paramedics: a national study. BMC Med Educ 2014; 14:41. [PMID: 24580830 PMCID: PMC3943403 DOI: 10.1186/1472-6920-14-41] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/18/2013] [Accepted: 02/25/2014] [Indexed: 06/03/2023]
Abstract
BACKGROUND Internationally, continuing professional competence (CPC) is an increasingly important issue for all health professionals. With the imminent introduction of a CPC framework for paramedics and advanced paramedics (APs) in Ireland, this paper aims to identify factors that will inform the implementation of this CPC framework by seeking stakeholder input into the development of a CPC model for use by the regulatory body. Our secondary objective is to determine the attitudes of registrants towards CPC and what they consider as optimal educational outcomes and activities, for the purposes of CPC. METHODS All paramedics and APs registered in Ireland (n = 1816) were invited by email to complete an anonymous on-line survey. The study instrument was designed based on CPD questionnaires used by other healthcare professions. Quantitative and qualitative analyses were performed. RESULTS The overall response rate was 43% (n = 789), with 82% of APs and 38% of paramedics participating. Eighty-nine per cent agreed that registration was of personal importance; 74% agreed that evidence of CPC should be maintained and 39% believed that persistent failure to meet CPC requirements should mandate denial of registration. From a pre-determined list of activities, respondents indicated practical training scenarios (94%), cardiac re-certification (92%), e-learning supplemented by related practice (90%) and training with simulation manikins (88%) were most relevant, while e-learning alone (36%), project work (27%) and reading journal articles (24%) were least relevant. CONCLUSIONS Irish Paramedics and APs are supportive of CPC linked with their professional development and registration. Blended learning, involving evidence of patient contact, team-based learning and practical skills are preferred CPC activities.
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Affiliation(s)
- Shane Knox
- Graduate Entry Medical School and Centre for Interventions in Infection, Inflammation & Immunity (4i) University of Limerick, Limerick, Ireland
- Health Services Executive, National Ambulance Service College, Dublin, Ireland
| | - Walter Cullen
- Graduate Entry Medical School and Centre for Interventions in Infection, Inflammation & Immunity (4i) University of Limerick, Limerick, Ireland
| | - Colum Dunne
- Graduate Entry Medical School and Centre for Interventions in Infection, Inflammation & Immunity (4i) University of Limerick, Limerick, Ireland
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Borbolla D, Gorman P, Del Fiol G, Mohan V, Hersh W, Otero C, Luna D, Gonzalez Bernaldo De Quiros F. Physicians perceptions of an educational support system integrated into an electronic health record. Stud Health Technol Inform 2013; 186:125-129. [PMID: 23542982 PMCID: PMC3745779] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
The purpose of this study is to determine the perceptions by physicians of an educational system integrated into an electronic health record (EHR). Traditional approaches to continuous medical education (CME) have not shown improvement in patient health care outcomes. Hospital Italiano de Buenos Aires (HIBA) has implemented a system that embeds information pearls into the EHR, providing learning opportunities that are integrated into the patient care process. This study explores the acceptability and general perceptions of the system by physicians when they are in the consulting room. We interviewed 12 physicians after one or two weeks of using this CME system and we performed a thematic analysis of these interviews. The themes that emerged were use and ease of use of the system; value physicians gave to the system; educational impact on physicians; respect for the individual learning styles; content available in the system; and barriers that were present or absent for using the CME system. We found that the integrated CME system developed at HIBA was well accepted and perceived as useful and easy to use. Future work will involve modifications to the system interface, expansion of the content offered and further evaluation.
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Affiliation(s)
- Damian Borbolla
- Hospital Italiano de Buenos Aires, Buenos Aires City, Argentina.
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O'Brocta R, Abu-Baker A, Budukh P, Gandhi M, Lavigne J, Birnie C. A continuous professional development process for first-year pharmacy students. Am J Pharm Educ 2012; 76:29. [PMID: 22438601 PMCID: PMC3305938 DOI: 10.5688/ajpe76229] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2011] [Accepted: 10/23/2011] [Indexed: 05/13/2023]
Abstract
OBJECTIVES To develop, pilot test, and evaluate a continuous professional development (CPD) process for first-year pharmacy (P1) students. DESIGN Students and faculty members were introduced to the important elements of the CPD process via a live training program. Students completed the year-long 4-step CPD cycle by identifying a learning objective, creating a plan, completing the learning activity, evaluating their learning outcome, documenting each step, and meeting with their faculty advisor for feedback and advice. ASSESSMENT Seventy-five first-year students (100%) successfully completed the CPD process during the 2009-2010 academic year. The students spent an average of 7 hours (range 2 to 20 hours) on the CPD process. The majority of faculty members (83%) completing the survey instrument found the process valuable for the students and would like to see the program continued. CONCLUSION Integrating a CPD requirement for students in a college or school of pharmacy is feasible and valuable to students' developing life-long learning skills. Effective and frequent training of faculty members and students is a key element in the CPD process.
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Affiliation(s)
- Richard O'Brocta
- Wegmans School of Pharmacy, St. John Fisher College, Rochester, NY 14618, USA.
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Adepu R, Shariff A. Development, validation and implementation of continuous professional development programmes for community pharmacists. Indian J Pharm Sci 2011; 72:557-63. [PMID: 21694985 PMCID: PMC3116298 DOI: 10.4103/0250-474x.78520] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2010] [Revised: 07/29/2010] [Accepted: 09/06/2010] [Indexed: 12/05/2022] Open
Abstract
In India, structured continuous professional development modules are not available to update the knowledge and skills of the practicing community pharmacists. A prospective study was designed to develop, validate and implement continuous professional development modules and to assess the impact of training programme on knowledge and skills of community pharmacists. Modules were developed by referring to standard texts and data bases and were validated for the content. The impact of training programme on pharmacists’ knowledge and skills was assessed using suitably designed pre and post training knowledge attitude and practice questionnaires, pre and post training questionnaires for individual continuous professional development training sessions, pre and post training patient counseling skill assessment, blood pressure measurement skill assessment and capillary blood glucose check-up skill assessment check-lists. Data was analyzed by applying suitable statistical methods using InStat version 3.01 statistical software. Fourty eight community pharmacists were enrolled in to the study. A statistically significant (P<0.05) improvement was observed in post training knowledge attitude and practice scores and in post training scores of individual training sessions. A statistically significant (P<0.05) improvement was also observed in post training scores of professional skills such as Patient counseling, capillary blood glucose recording and blood pressure measurement skills. The study findings conclude that continuous training updates the knowledge and skills in practicing the pharmaceutical care in their pharmacies.
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Affiliation(s)
- R Adepu
- Department of Pharmacy Practice, JSS College of Pharmacy, SS Nagara, Mysore-570 015, India
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Ezquerra Lezcano M, Tamayo Ojeda C, Calvet Junoy S, Avellana Revuelta E, Vila-Coll MA, Morera Jordán C. [Self-audit and tutor accreditation]. Aten Primaria 2010; 42:102-8. [PMID: 19660839 PMCID: PMC7022134 DOI: 10.1016/j.aprim.2009.05.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2009] [Accepted: 05/15/2009] [Indexed: 11/18/2022] Open
Abstract
OBJECTIVE To describe the experience of using self-audit (SA) as a means of accrediting family and community medicine tutors, to analyse the knowledge that the tutors have on this self-assessment methodology, and to record their opinions on this method. DESIGN Retrospective descriptive study and analysis of an opinion questionnaire. SETTING Family and community medicine teaching units (TU) in Catalonia. PARTICIPANTS Tutors from family and community medicine TU in Catalonia (July 2001-July 2008). METHODS Training of the tutors in SA methodology, creation of a reference group and a correction cycle. Correction by peers of the SAs performed by the tutors according to previously determined criteria and subsequent issue of a report-feedback. Self-administered questionnaire by a group of TU tutors. MEASUREMENTS AND MAIN OUTCOMES A total of 673 SA were performed. The most frequent topic selected was diabetes mellitus in 27.9% of cases. The overall evaluation of the SA from a methodological point of view was correct in 44.5% of cases, improvable in 45.3%, and deficient in 10.2%. A total of 300 opinion questionnaires were issued. The response rate was 151/300 (50.03%). On the question about the usefulness of the SA in professional practice, 12% considered it very useful, 56% adequate, and 32% of little use or not useful. As regards whether it was a good means for the re-accreditation or accreditation of tutors, 66% considered that it was not. CONCLUSIONS A high percentage of the SAs analysed are not carried out correctly, which indicates that tutors do not know this self-assessment method very well. They consider that SAs are a useful tool for improving clinical practice, but not a good means for accreditation and re-accreditation.
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Affiliation(s)
- Matilde Ezquerra Lezcano
- Unidad Docente de Medicina Familiar y Comunitaria del Consorcio Sanitario de Terrassa, Barcelona, España.
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Austin Z, Gregory PAM. Evaluating the accuracy of pharmacy students' self-assessment skills. Am J Pharm Educ 2007; 71:89. [PMID: 17998986 PMCID: PMC2064887 DOI: 10.5688/aj710589] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2007] [Accepted: 03/10/2007] [Indexed: 05/16/2023]
Abstract
OBJECTIVES To evaluate the accuracy of self-assessment skills of senior-level bachelor of science pharmacy students. METHODS A method proposed by Kruger and Dunning involving comparisons of pharmacy students' self-assessment with weighted average assessments of peers, standardized patients, and pharmacist-instructors was used. RESULTS Eighty students participated in the study. Differences between self-assessment and external assessments were found across all performance quartiles. These differences were particularly large and significant in the third and fourth (lowest) quartiles and particularly marked in the areas of empathy, and logic/focus/coherence of interviewing. CONCLUSIONS The quality and accuracy of pharmacy students' self-assessment skills were not as strong as expected, particularly given recent efforts to include self-assessment in the curriculum. Further work is necessary to ensure this important practice competency and life skill is at the level expected for professional practice and continuous professional development.
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Affiliation(s)
- Zubin Austin
- Leslie Dan Faculty of Pharmacy, University of Toronto, ON M5S 3M2.
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Austin Z, Marini A, MacLeod Glover N, Tabak D. Peer-mentoring workshop for continuous professional development. Am J Pharm Educ 2006; 70:117. [PMID: 17149446 PMCID: PMC1637020 DOI: 10.5688/aj7005117] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2005] [Accepted: 03/02/2006] [Indexed: 05/12/2023]
Abstract
OBJECTIVE To develop a Professional Skills Enhancement Workshop (PSEW) to assist practitioners who require skills training to maintain competency and meet new standards of practice. Participants for this workshop were identified as those pharmacists who completed the peer review assessment process and who did not meet standards of practice expectations. DESIGN The full-day workshop consists of a half-day introduction to use of clinical drug information resources and approaches to addressing practice-based questions. The second part of the workshop introduces participants to the use of structured patient-interviewing techniques to elicit information using standardized patients. Participants in the workshop completed self-assessments as well as course evaluations. Subsequent to completion of the course, participants rechallenged the peer review assessment process, a test of their clinical skills consisting of a written test of clinical knowledge and an objective structured clinical examination (OSCE), to provide objective evidence of skills acquisition. ASSESSMENT Over 90% of participants "agreed" or "strongly agreed" that the PSEW was helpful in reacquainting them with current standards of professional practice. Sixty-nine percent of participants who completed the peer review assessment rechallenge process following completion of the course were able to meet standards of practice expectations. CONCLUSIONS In developing continuous professional development programs, first identifying the needs of all practitioners is essential. The PSEW provides one model for skills training for practitioners who, for a variety of reasons, may not have maintained the expected level of competency.
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Affiliation(s)
- Zubin Austin
- Leslie Dan Faculty of Pharmacy, University of Toronto,144 College Street, Toronto, ON M5S 3M2 Canada.
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