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Marceau M, Vachon Lachiver É, Lambert D, Daoust J, Dion V, Langlois MF, McConnell M, Thomas A, St-Onge C. Assessment Practices in Continuing Professional Development Activities in Health Professions: A Scoping Review. J Contin Educ Health Prof 2023; 44:81-89. [PMID: 37490015 DOI: 10.1097/ceh.0000000000000507] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/26/2023]
Abstract
INTRODUCTION In continuing professional development (CPD), educators face the need to develop and implement innovative assessment strategies to adhere to accreditation standards and support lifelong learning. However, little is known about the development and validation of these assessment practices. We aimed to document the breadth and depth of what is known about the development and implementation of assessment practices within CPD activities. METHODS We conducted a scoping review using the framework proposed by Arksey and O'Malley (2005) and updated in 2020. We examined five databases and identified 1733 abstracts. Two team members screened titles and abstracts for inclusion/exclusion. After data extraction, we conducted a descriptive analysis of quantitative data and a thematic analysis of qualitative data. RESULTS A total of 130 studies were retained for the full review. Most reported assessments are written assessments (n = 100), such as multiple-choice items (n = 79). In 99 studies, authors developed an assessment for research purpose rather than for the CPD activity itself. The assessment validation process was detailed in 105 articles. In most cases, the authors examined the content with experts (n = 57) or pilot-tested the assessment (n = 50). We identified three themes: 1-satisfaction with assessment choices; 2-difficulties experienced during the administration of the assessment; and 3-complexity of the validation process. DISCUSSION Building on the adage "assessment drives learning," it is imperative that the CPD practices contribute to the intended learning and limit the unintended negative consequences of assessment. Our results suggest that validation processes must be considered and adapted within CPD contexts.
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Affiliation(s)
- Mélanie Marceau
- Dr. Marceau: Assistant Professor, School of Nursing, Université de Sherbrooke, Sherbrooke, Québec, Canada. Ms. Vachon Lachiver: PhD Candidate in research in Health Sciences, Université de Sherbrooke, Sherbrooke, Québec, Canada. Ms. Lambert: Student, Université du Québec en Outatouais, Gatineau, Québec, Canada. Ms. Daoust: Student at Ontario College of Traditional Chinese Medicine, Toronto, Ontario, Canada. Mr. Dion: Undergraduate Medical Student, Université de Sherbrooke, Sherbrooke, Québec, Canada. Dr. Langlois: Full Professor, Department of Medicine and Continuing Professional Development Office, Université de Sherbrooke, Sherbrooke, Québec, Canada. Dr. McConnell: Associate Professor, Department of Innovation in Medical Education, Department of Anesthesiology and Pain Medicine, University of Ottawa, Ottawa, Ontario, Canada. Dr. Thomas: Associate Professor, School of Physical and Occupational Therapy, Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montréal, Québec, Canada. Dr. St-Onge: Full Professor, Department of Medicine and Health Sciences Pedagogy Center, Université de Sherbrooke, Sherbrooke, Québec, Canada
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Panteli D, Maier CB. Regulating the health workforce in Europe: implications of the COVID-19 pandemic. Hum Resour Health 2021; 19:80. [PMID: 34246288 PMCID: PMC8271310 DOI: 10.1186/s12960-021-00624-w] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [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: 05/21/2021] [Accepted: 06/26/2021] [Indexed: 06/07/2023]
Abstract
In the European free movement zone, various mechanisms aim to harmonize how the competence of physicians and nurses is developed and maintained to facilitate the cross-country movement of professionals. This commentary addresses these mechanisms and discusses their implications during the COVID-19 pandemic, drawing lessons for future policy. It argues that EU-wide regulatory mechanisms should be reviewed to ensure that they provide an adequate foundation for determining competence and enabling health workforce flexibility during health system shocks. Currently, EU regulation focuses on the automatic recognition of the primary education of physicians and nurses. New, flexible mechanisms should be developed for specializations, such as intensive or emergency care. Documenting new skills, such as the ones acquired during rapid training in the pandemic, in a manner that is comparable across countries should be explored, both for usual practice and in light of outbreak preparedness. Initiatives to strengthen continuing education and professional development should be supported further. Funding under the EU4Health programme should be dedicated to this endeavour, along with revisiting the scope of necessary skills following the experience of COVID-19. Mechanisms for cross-country sharing of information on violations of good practice standards should be maintained and strengthened to enable agile reactions when the need for professional mobility becomes urgent.
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Affiliation(s)
- Dimitra Panteli
- Department of Health Care Management, Technische Universität Berlin, Strasse des 17. Juni 135, 10623, Berlin, Germany.
- European Observatory On Health Systems and Policies, Place Victor Horta 10/30, 1060, Brussels, Belgium.
| | - Claudia B Maier
- Department of Health Care Management, Technische Universität Berlin, Strasse des 17. Juni 135, 10623, Berlin, Germany
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Lewis V, Baldwin CD, Morahan PS, Thorndyke LE, Gusic ME. Leadership Development Projects: Bidirectional Impact on Faculty and Institutions. J Contin Educ Health Prof 2021; 41:75-81. [PMID: 33433127 DOI: 10.1097/ceh.0000000000000329] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The Hedwig von Ameringen Executive Leadership in Academic Medicine program (ELAM) is a national professional development program for women that includes institutional action projects (IAPs). Although benefits of ELAM participation are well documented, the value of the IAPs has not been specifically evaluated. We explored the experience of ELAM Fellows and leaders from one institution to elucidate how institutional factors influence project implementation and outcomes. METHODS Fellows and deans participated in semistructured interviews. We analyzed the transcripts qualitatively to develop themes and describe factors that influenced IAP implementation and outcomes. We used the New World Kirkpatrick Model, an updated version of the widely used Kirkpatrick model of educational program evaluation, as a framework to elucidate how participants applied their leadership learning through project work, and to analyze early results of projects that indicated institutional impact. RESULTS Project work had bidirectional impact on the fellows in the program and on the institution itself. Project enablers included: focusing projects on institutional priorities, obtaining sustainable support, and navigating institutional complexity. Leading indicators of institutional outcomes included contributions to institutional leadership and culture, and mutual enhancement of the reputation of the fellow and of the institution. DISCUSSION By examining enablers and barriers for institutionally based projects conducted in a national leadership development program, we identified the drivers that facilitated application of leadership learning. Leading indicators of project outcomes reflected bidirectional impact on fellows and the institution, demonstrating outcomes at the highest levels of the New World Kirkpatrick Model.
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Affiliation(s)
- Vivian Lewis
- Dr. Vivian Lewis: Professor Emerita of Obstetrics and Gynecology and University Director of Ombuds Programming and Development, University of Rochester, Rochester, NY. Dr. Constance D. Baldwin: Professor of Pediatrics, University of Rochester Medical Center, Rochester, NY. Dr. Page S. Morahan: Professor Emerita, and Founding Director, Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM) Program for Women, Drexel University College of Medicine, Philadelphia, PA. Dr. Luanne E. Thorndyke: Professor of Clinical Medicine, Department of Medicine and Executive Vice Dean, Keck School of Medicine, University of Southern California, Los Angeles, CA. Dr. Maryellen E. Gusic: Senior Advisor for Educational Affairs and Professor of Medical Education and Pediatrics, Center for Medical Education Research and Scholarly Innovation, Office of Medical Education and Department of Pediatrics, University of Virginia School of Medicine, Charlottesville, VA
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Pearse W, Saxon R, Plowman G, Hyde M, Oprescu F. Continuing Education Outcomes for Advance Care Planning: A Systematic Review of the Literature. J Contin Educ Health Prof 2021; 41:39-58. [PMID: 33433128 DOI: 10.1097/ceh.0000000000000323] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Advance care planning (ACP) is a process of considering future health and care needs for a time when a person may be unable to speak for themselves. Health professional continuing education programs have been proposed for facilitating patient participation in ACP; however, their impacts on participants, patient and clinical outcomes, and organizational approaches to ACP are not well understood. METHODS This systematic literature review examined interventional studies of education programs conducted with health professionals and care staff across a broad range of settings. Five electronic databases were searched up to June 2020, and a manual search of reference lists was conducted. The quality of studies was appraised by the first, second, and third authors. RESULTS Of the 7993 articles identified, 45 articles met the inclusion criteria. Program participants were predominantly medical, nursing, and social work staff, and students. Interventions were reported to improve participants' self-perceived confidence, knowledge, and skills; however, objectively measured improvements were limited. Multimodal programs that combined initial didactic teaching and role-play simulation tasks with additional activities were most effective in producing increased ACP activity in medical records. Evidence for improved clinical outcomes was limited. DISCUSSION Further studies that use rigorous methodological approaches would provide further evidence about what produces improved patient and clinical outcomes. Needs analyses and quality indicators could be considered to determine the most appropriate and effective education resources and monitor their impacts. The potential contribution of a broader range of health professionals and interprofessional learning approaches could be considered to ultimately improve patient care.
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Affiliation(s)
- Wendy Pearse
- Ms. Pearse: End of Life Care Project Manager, Nambour General Hospital, Sunshine Coast Hospital and Health Service, Queensland, Australia, and School of Health and Sports Sciences, University of the Sunshine Coast, Queensland, Australia. Dr. Saxon: Allied Health Data and Informatics, Advanced Speech Pathologist, Sunshine Coast University Hospital, Sunshine Coast Hospital and Health Service, Queensland, Australia. Dr. Plowman: Physician, Sunshine Coast University Hospital, Sunshine Coast Hospital and Health Service, Queensland, Australia. Dr. Hyde: Professor, School of Education, University of the Sunshine Coast, Queensland, Australia. Dr. Oprescu: Associate Professor, School of Health and Sport Sciences, University of the Sunshine Coast, Queensland, Australia
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Karas M, Sheen NJL, North RV, Ryan B, Bullock A. Continuing professional development requirements for UK health professionals: a scoping review. BMJ Open 2020; 10:e032781. [PMID: 32161156 PMCID: PMC7066625 DOI: 10.1136/bmjopen-2019-032781] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/09/2019] [Revised: 01/27/2020] [Accepted: 01/30/2020] [Indexed: 11/30/2022] Open
Abstract
OBJECTIVES This paper sets out to establish the numbers and titles of regulated healthcare professionals in the UK and uses a review of how continuing professional development (CPD) for health professionals is described internationally to characterise the postqualification training required of UK professions by their regulators. It compares these standards across the professions and considers them against the best practice evidence and current definitions of CPD. DESIGN A scoping review. SEARCH STRATEGY We conducted a search of UK health and social care regulators' websites to establish a list of regulated professional titles, obtain numbers of registrants and identify documents detailing CPD policy. We searched Applied Social Sciences Index and Abstracs (ASSIA), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline, EMCare and Scopus Life Sciences, Health Sciences, Physical Sciences and Social Sciences & Humanities databases to identify a list of common features used to describe CPD systems internationally and these were used to organise the review of CPD requirements for each profession. RESULTS CPD is now mandatory for the approximately 1.5 million individuals registered to work under 32 regulated titles in the UK. Eight of the nine regulators do not mandate modes of CPD and there is little requirement to conduct interprofessional CPD. Overall 81% of those registered are required to engage in some form of reflection on their learning but only 35% are required to use a personal development plan while 26% have no requirement to engage in peer-to-peer learning. CONCLUSIONS Our review highlights the wide variation in the required characteristics of CPD being undertaken by UK health professionals and raises the possibility that CPD schemes are not fully incorporating the best practice.
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Affiliation(s)
- Marek Karas
- School of Optometry and Vision Sciences, Cardiff University, Cardiff, South Glamorgan, UK
| | - Nik J L Sheen
- School of Optometry and Vision Sciences, Cardiff University, Cardiff, South Glamorgan, UK
| | - Rachel V North
- School of Optometry and Vision Sciences, Cardiff University, Cardiff, South Glamorgan, UK
| | - Barbara Ryan
- School of Optometry and Vision Sciences, Cardiff University, Cardiff, South Glamorgan, UK
| | - Alison Bullock
- School of Social Sciences, Cardiff University, Cardiff, UK
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Orr L, Houghton P, Holyoke P, Lala D. A Quasi-Experimental Evaluation of an Education Program for the Use of Electrical Stimulation Therapy to Heal Pressure Injuries. Wound Manag Prev 2020; 66:14-23. [PMID: 32459657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
UNLABELLED Electrical stimulation (E-Stim) involves applying low levels of electrical current. Despite high-level recommendations for E-stim use in many pressure injury (PrI) best practice treatment guidelines, clinicians seldom use E-Stim. PURPOSE This quasi-experimental design study aimed to determine whether an educational program could improve health care providers' knowledge and attitudes regarding the use of E-Stim for treating PrIs in community-dwelling individuals with spinal cord injury living in 1 region of Ontario, Canada. METHODS An educational intervention based on a university-level continuing education program was developed as part of a multifaceted knowledge mobilization project. Health care providers (eg, nurses, physicians, and allied health professionals) from multiple agencies were invited to participate. The instructional series included 8 online modules on background theory and knowledge and a hands-on workshop that familiarized participants with the equipment necessary to deliver E-Stim. Knowledge (percentage of correct answers using a knowledge test developed by the research team) and attitudes (assessed using the E-Stim Attitude Survey in which items were scored using a 5-point Likert scale (where 0 indicated a negative attitude and 5 a positive attitude) were evaluated 3 times (pre-education, post-online, and post-workshop). Data were aggregated into unit-weighted averaged composites of 3 attitude subscales (resources, evidence-based practice, and education), which were compared before and after educational sessions using a linear mixed effect model. RESULTS Among the 83 participants, a significant increase in knowledge scores was noted from pre-education (55.9%) to post-online (78.4%) and post-workshop (78.0%) (X² [2] = 89.34; P <.001). A significant increase in attitude scores was noted across time points (resources: X² [2] = 27.32, P <.0001; evidence-based practice: X² [2] = 38.93, P <.0001; and education: X² [2] = 92.88, P <.0001). For the evidence-based practice subscale, attitude increased significantly post-online (t[127] = 6.03, P <.0001). For the resources subscale, a significant increase was detected after post-workshop (t[113] = 5.23, P <.001]. CONCLUSIONS Online education increased health care providers' knowledge about E-Stim; however, hands-on workshops were required to change certain attitudes about the use of E-Stim for wound healing. Further research is required to evaluate 1) whether a change in knowledge and attitude scores translates to a practice change for health care providers and 2) the potential importance of ongoing coaching and mentorship for a sustainable change in the clinical setting.
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Affiliation(s)
- Lyndsay Orr
- South West Regional Wound Care Program, Ontario, Canada
| | - Pamela Houghton
- School of Physical Therapy, Western University, London, Ontario, Canada
| | - Paul Holyoke
- Saint Elizabeth Research Centre, Markham, Ontario
| | - Deena Lala
- St. Joseph's Health Care London, London, Ontario
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Searchfield GD, Fok C, Donaldson T, Durai M, Kleinstäuber M, Linford T, Maslin M. An Evaluation of a Continuing Education Workshop for Audiologists on the Assessment and Management of Tinnitus. J Contin Educ Health Prof 2020; 40:125-130. [PMID: 32175932 DOI: 10.1097/ceh.0000000000000285] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Tinnitus assessment and management is an important component of audiology. The benefits of continuing education (CE) workshops in the field of tinnitus have not been published. This study evaluated the outcomes of a workshop centered around a Sound Therapy and Aural Rehabilitation for Tinnitus (START) framework. Our hypotheses were that a CE workshop would (1) be useful, (2) improve clinician's knowledge and willingness to undertake tinnitus practice, and (3) result in learners using knowledge gained in their practice. METHODS Twenty-five participants attending a 3-day tinnitus workshop were invited to complete an evaluation immediately and 3 months after the workshop's completion. The workshop consisted of seminars and practical sessions. The pedagogical approaches employed were experiential (theory building, reflection, and testing) and community of practice (shared experiences). RESULTS Participants reported on a 5-point Likert scale (1 = not useful-5 = excellent) a high level of satisfaction both immediately after the workshop (ratings of usefulness: mean, 4.8; SD, 0.4; willingness to practice: 4.6; SD. 0.6; ability to manage: 4.6; SD, 0.5; all "excellent" ratings) and 3 months later (ratings of usefulness: mean, 4.2; SD, 0.9, "very useful;" willingness to practice: 4.6; SD, 0.6, "excellent;" ability to manage: 4.1; SD. 0.5, "very useful"). Open-ended questions indicated participants made changes in their practice that reflected material provided in the CE. CONCLUSION The workshop was successful in improving knowledge and confidence of audiologists in undertaking tinnitus assessment and management, but the need for ongoing support and supervision was a common theme.
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Affiliation(s)
- Grant D Searchfield
- Dr. Searchfield: Associate Professor, Eisdell Moore Centre, Audiology Section, School of Population Health, The University of Auckland, Auckland, New Zealand, Centre for Brain Research, The University of Auckland, Auckland, New Zealand, and Brain Research New Zealand, New Zealand. Ms. Fok: Research Assistant, Eisdell Moore Centre, Audiology Section, School of Population Health, The University of Auckland, Auckland, New Zealand. Mr. Donaldson: Head Project Manager, University Strategic Programme Office, The University of Auckland, Auckland, New Zealand. Dr. Durai: Research Fellow, Eisdell Moore Centre, Audiology Section, School of Population Health, The University of Auckland, Auckland, New Zealand. Dr. Kleinstäuber: Senior Lecturer, Department of Psychological Medicine, Dunedin School of Medicine, University of Otago, Dunedin, New Zealand. Ms. Linford: Audiologist, Eisdell Moore Centre, Audiology Section, School of Population Health, The University of Auckland, Auckland, New Zealand. Dr. Maslin: Research Fellow, Eisdell Moore Centre, Audiology Section, School of Population Health, The University of Auckland, Auckland, New Zealand
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Donaldson SI. Where do we stand? Recent AEA member views on professionalization. Eval Program Plann 2019; 72:152-161. [PMID: 30359849 DOI: 10.1016/j.evalprogplan.2018.10.009] [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] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/20/2018] [Revised: 09/25/2018] [Accepted: 10/03/2018] [Indexed: 06/08/2023]
Abstract
The professionalization of evaluation continues to be debated at numerous conferences in the U.S. and abroad. At this time, AEA member views on the potential benefits and negative side effects of professionalization are essential as the discussion evolves. This study provides recent views on major topics in professionalization, including potential benefits, negative side effects, processes, competencies, and procedures. Results from in-depth interviews and an online survey demonstrate that AEA members view potential benefits of professionalization to be stakeholder trust, evaluator reputation and identity, while concerns about a potential negative side effect known as the "narrowing effect" (i.e., some evaluators will be alienated based on their background, competencies, etc.) were expressed by participants. These recent findings can inform the ongoing discussion of professionalization, and suggest new directions for future research on evaluation.
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Curran V, Fleet L, Simmons K, Lannon H, Gustafson DL, Wang C, Garmsiri M, Wetsch L. Adoption and Use of Mobile Learning in Continuing Professional Development by Health and Human Services Professionals. J Contin Educ Health Prof 2019; 39:76-85. [PMID: 30908401 DOI: 10.1097/ceh.0000000000000243] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Health and human services professionals are increasingly using mobile devices to support clinical decision-making and evidence-based practice. However, research on self-directed learning in an era of growing digital technology utilization is underdeveloped. This study explored the adoption and use of mobile learning as a continuing professional development (CPD) activity. METHODS A mixed-methods case study using semistructured interviews and a web-based questionnaire was conducted with health and human services professionals in Newfoundland and Labrador, Canada. RESULTS Respondents reported using a smartphone (53.8%), tablets (50.4%), YouTube (43.0%), and mobile apps (35.8%) for CPD. The highest-rated benefits of mobile learning included improved access to information (M = 3.51); potential for enhanced knowledge acquisition (M = 3.45); staying up to date (M = 3.44); and verifying information (M = 3.40). The greatest barriers included cost of some apps and resources (M = 3.07); websites/programs not functional on mobile devices (M = 2.84); workplace barriers preventing access to digital resources (M = 2.82); and social media use linked to negative perceptions of professionalism (M = 2.65). Interview respondents described the flexibility and convenience of mobile learning, the level of autonomy it offered, and the advantages of learning on their own time. Technical issues, particularly for rural and remote practitioners, and digital professionalism also emerged as potential barriers. DISCUSSION A systems model organizes the factors influencing the adoption and use of mobile devices and resources to support "just-in-time" learning. Addressing policies, practices, and regulations that enable or inhibit adoption of mobile learning for CPD may foster enhanced use to support better clinical decision-making, improved accuracy, and greater patient safety.
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Affiliation(s)
- Vernon Curran
- Dr. Curran: Associate Dean of Educational Development, Professor of Medical Education, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Ms. Fleet: Manager of Research, Office of Professional Development, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Ms. Simmons: Research Assistant, Office of Professional Development, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Ms. Lannon: Research Assistant, Royal Roads University, Victoria, British Columbia, Canada. Dr. Gustafson: Professor, Social Science and Health, Division of Community Health and Humanities, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Ms. Wang: Research Assistant, Office of Professional Development, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Mr. Garmsiri: Research Assistant, Office of Professional Development, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Mr. Wetsch: Chair, Teaching and Learning, Associate Professor, Marketing, Faculty of Business Administration, Memorial University of Newfoundland, St. John's, Newfoundland and Labrador, Canada
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Walker R, Bennett C, Kumar A, Adamski M, Blumfield M, Mazza D, Truby H. Evaluating Online Continuing Professional Development Regarding Weight Management for Pregnancy Using the New World Kirkpatrick Model. J Contin Educ Health Prof 2019; 39:210-217. [PMID: 31318720 DOI: 10.1097/ceh.0000000000000261] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Clinical practice guidelines advocate the importance of continuing professional development (CPD) that supports health professionals (HPs) to discuss the sensitive topic of maternal weight management with women. However, there is a lack of accredited CPD related to this important area of preconception and antenatal care. Therefore, aims were to evaluate HPs' reactions to accredited online CPD regarding weight management for pregnancy and their knowledge, attitudes, confidence, and commitment to provide women with advice after completing the course. METHODS A mixed-methods evaluation was based on the New World Kirkpatrick Model (NWKM). Accredited online CPD was developed by experts in maternal nutrition and weight management. Participants completed a questionnaire before (n = 136) and after (n = 65) the weight management components of the course. McNemar and Wilcoxon signed-rank tests were used to evaluate paired data (n = 36) (p < .05). Deductive content analyses explored free-text responses (n = 65). RESULTS Participants' reactions to the online CPD were encouraging, facilitating increases in perceptions of the importance of weight management for pregnancy and confidence to provide advice. Quantitative measures assessed no change in participants' knowledge; however, qualitative analyses revealed an increase in participants' knowledge of communication strategies that they intend to apply in practice. DISCUSSION The NWKM facilitated an evaluation of HPs' encouraging reactions to online CPD and the affective constructs of education including attitudes, confidence, and commitment to provide advice. Online CPD should be developed with collaboration between universities/professional associations and health care providers, so that evaluation of organizational change and clinical outcomes is possible.
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Affiliation(s)
- Ruth Walker
- Dr. Walker: Accredited Practicing Dietitian and Research Fellow, Department of Nutrition, Dietetics and Food, School of Clinical Sciences, Monash University, Notting Hill, Victoria, Australia. Ms. Bennett: Accredited Practicing Dietitian and PhD Candidate,Department of Nutrition, Dietetics and Food, School of Clinical Sciences, Monash University, Notting Hill, Victoria, Australia. Dr. Kumar: Academic Obstetrician and Gynecologist,Department of Obstetrics and Gynaecology, School of Clinical Sciences, Monash University, Clayton, Victoria, Australia. Ms. Adamski: Accredited Practicing Dietitian and PhD Candidate,Department of Nutrition, Dietetics and Food, School of Clinical Sciences, Monash University, Notting Hill, Victoria, Australia. Dr. Blumfield: Accredited Practicing Dietitian,Department of Nutrition, Dietetics and Food, School of Clinical Sciences, Monash University, Notting Hill, Victoria, Australia. Dr. Mazza: Professor, Department of General Practice, School of Primary and Allied Health Care, Monash University, Notting Hill, VIC, Australia. Dr. Truby: Professor, Department of Nutrition, Dietetics and Food, School of Clinical Sciences, Monash University, Notting Hill, Victoria, Australia
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Bell SK, Langer T, Luff D, Rider EA, Brandano J, Meyer EC. Interprofessional Learning to Improve Communication in Challenging Healthcare Conversations: What Clinicians Learn From Each Other. J Contin Educ Health Prof 2019; 39:201-209. [PMID: 31306279 DOI: 10.1097/ceh.0000000000000259] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Although contemporary health care involves complex interactions among clinicians of varying professions, opportunities to learn together are relatively few. The authors assessed participants' views about the educational value of learning with colleagues of mixed health care professions in communication and relational skills training focused on challenging conversations. METHODS Between 2010 and 2013, 783 participants enrolled in 46 workshops hosted by the Institute for Professionalism and Ethical Practice at Boston Children's Hospital, Boston, USA. Participants received pre-, post-, and 3-month follow-up questionnaires with quantitative and qualitative questions about their experiences learning with clinicians of varying professions ("interprofessional learning"). Descriptive statistics and chi-square tests were used to compare participant groups. Responses to open-ended questions were coded according to standard principles of content analysis. RESULTS Seven hundred twenty-two (92%) participants completed surveys. Previous interprofessional learning was reported by 60% of respondents, but generally comprised <30% of their education. Clinicians with <3 years of work experience were least likely to have previous interprofessional learning. Nearly all (96%) participants reported interprofessional colleagues contributed valuably to their learning. Asked specifically what they learned, participants described five themes: Stronger Teamwork, Patient-Centered Focus, Specific Communication Skills, Content-Specific Knowledge, and Shared Global Values. After 3 months, 64% of respondents reported that workshop participation helped make their interactions with interprofessional colleagues more collaborative. DISCUSSION Communication skills training for challenging health care conversations is a valuable opportunity for interprofessional learning and generates sustained positive attitudes about collaboration. Clinicians learn from their colleagues a deeper understanding of each other's professional roles, challenges, and unique contributions; specific communication approaches; and a sense of belonging to a collaborative community reinforcing the patient at the center of care.
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Affiliation(s)
- Sigall K Bell
- Dr. Bell: Associate Professor, Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, and Associate Professor, Institute for Professionalism and Ethical Practice, Boston Children's Hospital, Harvard Medical School, Boston, MA. Dr. Langer: Research Associate, Institute for Professionalism and Ethical Practice, Boston Children's Hospital, Harvard Medical School, Boston, MA, and Attending in Pediatric Neurology, Department of Neuropediatrics and Muscle Disorders, Center for Pediatrics, Faculty of Medicine, University of Freiburg, Freiburg, Germany. Dr. Luff: Associate Director, Institute for Professionalism and Ethical Practice, Boston Children's Hospital, Harvard Medical School, Boston, MA. Dr. Rider: Director of Academic Programs, Assistant Professor, Institute for Professionalism and Ethical Practice, Boston Children's Hospital, Harvard Medical School, Boston, MA, Director of Academic Programs, Assistant Professor, Department of Pediatrics, Harvard Medical School, Boston, MA, and Director of Academic Programs, Assistant Professor, Division of General Pediatrics, Department of Medicine, Boston Children's Hospital, Boston, MA. Dr. Brandano: Senior Clinical Coordinator, Institute for Professionalism and Ethical Practice, Boston Children's Hospital, Harvard Medical School, Boston, MA, and Senior Clinical Coordinator, Department of Psychology, Simmons College, Boston, MA. Dr. Meyer: Senior Attending Psychologist, Associate Professor, Institute for Professionalism and Ethical Practice, Boston Children's Hospital, Harvard Medical School, Boston, MA, and Senior Attending Psychologist, Associate Professor, Department of Psychiatry, Boston Children's Hospital, Harvard Medical School, Boston MA
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Bornman J, Louw B. Personal Commitment Statements: Encouraging the Clinical Application of Continuing Professional Development Events for Health Practitioners in Low- and Middle-Income Countries. J Contin Educ Health Prof 2019; 39:86-91. [PMID: 31149950 DOI: 10.1097/ceh.0000000000000248] [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] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Statements of commitment to change are commonly used to evaluate continuing medical education. However, this approach is new to evaluating the continuing professional development (CPD) of other health care practitioners such as audiology, speech-language therapy, occupational therapy, and physiotherapy in low- and middle-income countries. This study explored the use of Personal Commitment (to change) Statements (PCSs) as an evaluation tool of continuing education for health professionals in low- and middle-income countries, and its impact on the integration of new knowledge and skills with previous knowledge and clinical practice. METHODS PCSs were used in a case study conducted at a 1-day interprofessional CPD event held for health practitioners in South Africa. A qualitative thematic analysis was made of these PCSs, and results were synthesized into main themes. RESULTS Thirty-two participants turned in a PCS at the end of the CPD event with a total of 71 text statements. Three main domains were identified: (1) applying new knowledge in practice (61.97%); (2) increasing training-related content knowledge (21.12%); and (3) sharing information, skill, and resources (16.9%). DISCUSSION This study demonstrated that personal commitment statements can be used to describe the outcomes of CPD events for audiologists, speech-language, occupational, and physiotherapists. Participants engaged in reflection generated by the personal commitment statement, which contained no guiding statements, yet elicited responses showing that participants were more aware of the assessment tools and how they could use them in practice. Further study is warranted into the process and the role of follow-up regarding health practitioners' commitment to change in clinical practice.
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Affiliation(s)
- Juan Bornman
- Dr. Juan Bornman: Professor and Director, University of Pretoria, Pretoria, SA. Dr. Brenda Louw: Professor and Chair, East Tennessee State University, Johnson City, TN, and Emeritus Professor, University of Pretoria, Pretoria, SA
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Držaić M, Kummer I, Mucalo I, Bruno A, Ortner Hadžiabdić M. Identifying self-assessed competencies and areas for improvement within community pharmacist-preceptors support during pre-registration training. BMC Med Educ 2018; 18:303. [PMID: 30537998 PMCID: PMC6288869 DOI: 10.1186/s12909-018-1413-x] [Citation(s) in RCA: 12] [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: 08/23/2018] [Accepted: 11/29/2018] [Indexed: 05/13/2023]
Abstract
BACKGROUND Competency frameworks that prompt personal and professional development have become an important component of lifelong learning; they are driven by healthcare professionals' need for development and professional recognition. This study aimed to evaluate the self-assessed competencies of community pharmacist-preceptors by using Croatian Competency Framework (CCF) and to identify competencies to be improved. The secondary aim was to explore the association between community pharmacists' characteristics (i.e. age, education etc.) and self-assessed competency performance. METHODS The study subjects were community pharmacist-preceptors who provide support to and mentor student trainees enrolled in pre-registration training for pharmacy students. At the beginning of their mentorship, the pharmacist-preceptors assessed their competencies on a four-point Likert scale by using the Croatian Competency Framework (CCF), a validated tool for assessment and self-assessment of community and hospital pharmacists. Data were collected via e-mail in the period from October 2015 to April 2016. RESULTS Of the 260 community pharmacists approached, final analysis included 223 respondents. The response rate was 85.8%. Community pharmacist-preceptors assessed themselves as the most competent in competencies pertaining to the cluster "Organization and management competencies" (M = 3.64, SD = 0.34), while they considered themselves as the least competent in the competencies pertaining to the cluster "Pharmaceutical public health competencies" (M = 2.75, SD = 0.77). Younger pharmacists with a postgraduate qualification who worked for large pharmacy chains in the capital city area and who had been in their current posts for a shorter period perceived themselves to be more competent. CONCLUSION This research represents the first analysis of the CCF in practice and identifies community pharmacist-preceptor competencies that require improvement. Consequently, areas for additional professional education were defined. Implementing modalities to measure and support development of preceptors' competences is essential for improvement of student training programmes.
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Affiliation(s)
| | | | - Iva Mucalo
- Faculty of Pharmacy and Biochemistry, University of Zagreb, Zagreb, Croatia
| | - Andreia Bruno
- Faculty of Pharmacy and Pharmaceutical Sciences, University of Monash, Melbourne, Australia
| | - Maja Ortner Hadžiabdić
- Faculty of Pharmacy and Biochemistry, University of Zagreb, Ante Kovačića 1, 10 000 Zagreb, Croatia
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Cleary M, Kornhaber R, Thapa DK, West S, Visentin D. The effectiveness of interventions to improve resilience among health professionals: A systematic review. Nurse Educ Today 2018; 71:247-263. [PMID: 30342300 DOI: 10.1016/j.nedt.2018.10.002] [Citation(s) in RCA: 77] [Impact Index Per Article: 12.8] [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: 07/02/2018] [Revised: 09/19/2018] [Accepted: 10/07/2018] [Indexed: 05/13/2023]
Abstract
OBJECTIVE To assess the effectiveness of resilience interventions in improving resilience outcome among health professionals. BACKGROUND The nature of health professionals' work is physically and emotionally demanding, with trauma a common consequence with the act of providing health care. DESIGN A systematic review. DATA SOURCE A comprehensive search of the literature was conducted in February 2018 using PubMed, PsychInfo, Cumulative Index of Nursing and Allied Health Literature (CIHAHL) and Scopus. REVIEW METHODS Methodological quality was assessed and a standardized data coding form was used to extract data. RESULTS Of the 33 included studies, 15 were single-arm pre-post-design, 10 were RCTs, five used a non-randomized controlled design, and three were qualitative. Eleven studies (out of 16) showed a significant improvement in resilience scores while five (out of eight) studies reported a significant difference in resilience scores between treatment and control groups. CONCLUSION Findings suggest that resilience training may be of benefit to health professionals. However, not all interventions enhanced resilience with training volume being more effective. Not all studies reporting resilience used standard resilience instruments. The results of the current review may inform resilience programs as well as future interventional studies on resilience building.
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Affiliation(s)
- Michelle Cleary
- School of Health Sciences, College of Health and Medicine, University of Tasmania (Sydney Campus), Locked Bag 5052, Alexandria, NSW 2015, Australia.
| | - Rachel Kornhaber
- School of Health Sciences, College of Health and Medicine, University of Tasmania (Sydney Campus), Locked Bag 5052, Alexandria, NSW 2015, Australia.
| | - Deependra Kaji Thapa
- School of Health Sciences, College of Health and Medicine, University of Tasmania (Sydney Campus), Locked Bag 5052, Alexandria, NSW 2015, Australia.
| | - Sancia West
- School of Health Sciences, College of Health and Medicine, University of Tasmania (Sydney Campus), Locked Bag 5052, Alexandria, NSW 2015, Australia.
| | - Denis Visentin
- School of Health Sciences, College of Health and Medicine, University of Tasmania (Sydney Campus), Locked Bag 5052, Alexandria, NSW 2015, Australia.
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Eisenberg JM. Continuing Education Meets the Learning Organization: The Challenge of a Systems Approach to Patient Safety. J Contin Educ Health Prof 2018; 37:255-261. [PMID: 29227430 DOI: 10.1097/ceh.0000000000000177] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Since the release of the report of the Institute of Medicine on medical errors and patient safety in November 1999, health policy makers and health care leaders in several nations have sought solutions that will improve the safety of health care. This attention to patient safety has highlighted the importance of a learning approach and a systems approach to quality measurement and improvement. Balanced with the need for public disclosure of performance, confidential reporting with feedback is one of the prime ways that nations such as the United States, Canada, the United Kingdom, and Australia have approached this challenge. In the United States, the Quality Interagency Coordination Task Force has convened federal agencies that are involved in health care quality improvement for a coordinated initiative. Based on an investment in a strong research foundation in health care quality measurement and improvement, there are eight key lessons for continuing education if it is to parlay the interest in patient safety into enhanced continuing education and quality improvement in learning health care systems. The themes for these lessons are (1) informatics for information, (2) guidelines as learning tools, (3) learning from opinion leaders, (4) learning from the patient, (5) decision support systems, (6) the team learning together, (7) learning organizations, and (8) just-in-time and point-of care delivery.
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Ferrer R, Martínez ML, Gomà G, Suárez D, Álvarez-Rocha L, de la Torre MV, González G, Zaragoza R, Borges M, Blanco J, Herrejón EP, Artigas A. Improved empirical antibiotic treatment of sepsis after an educational intervention: the ABISS-Edusepsis study. Crit Care 2018; 22:167. [PMID: 29933756 PMCID: PMC6013897 DOI: 10.1186/s13054-018-2091-0] [Citation(s) in RCA: 30] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2018] [Accepted: 06/08/2018] [Indexed: 12/29/2022] Open
Abstract
BACKGROUND Early appropriate antibiotic treatment is essential in sepsis. We aimed to evaluate the impact of a multifaceted educational intervention to improve antibiotic treatment. We hypothesized that the intervention would hasten and improve the appropriateness of empirical antibiotic administration, favor de-escalation, and decrease mortality. METHODS We prospectively studied all consecutive patients with sepsis/septic shock admitted to 72 intensive care units (ICUs) throughout Spain in two 4-month periods (before and immediately after the 3-month intervention). We compared process-of-care variables (resuscitation bundle and time-to-initiation, appropriateness, and de-escalation of empirical antibiotic treatment) and outcome variables between the two cohorts. The primary outcome was hospital mortality. We analyzed the intervention's long-term impact in a subset of 50 ICUs. RESULTS We included 2628 patients (age 64.1 ± 15.2 years; men 64.0%; Acute Physiology and Chronic Health Evaluation (APACHE) II, 22.0 ± 8.1): 1352 in the preintervention cohort and 1276 in the postintervention cohort. In the postintervention cohort, the mean (SD) time from sepsis onset to empirical antibiotic therapy was lower (2.0 (2.7) vs. 2.5 (3.6) h; p = 0.002), the proportion of inappropriate empirical treatments was lower (6.5% vs. 8.9%; p = 0.024), and the proportion of patients in whom antibiotic treatment was de-escalated was higher (20.1% vs. 16.3%; p = 0.004); the expected reduction in mortality did not reach statistical significance (29.4% in the postintervention cohort vs. 30.5% in the preintervention cohort; p = 0.544). Gains observed after the intervention were maintained in the long-term follow-up period. CONCLUSIONS Despite advances in sepsis treatment, educational interventions can still improve the delivery of care; further improvements might also improve outcomes.
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Affiliation(s)
- Ricard Ferrer
- Intensive Care Department, Shock, Organ Dysfunction and Resuscitation Research Group, Vall d'Hebron Research Institute, Vall d'Hebron University Hospital, Autonomous University of Barcelona, Barcelona, Spain.
- CIBER Enfermedades Respiratorias, Madrid, Spain.
| | - María Luisa Martínez
- Intensive Care Department, Hospital Universitario General de Catalunya, Autonomous University of Barcelona, Sant Cugat del Vallés, Spain
| | - Gemma Gomà
- Intensive Care Department, Corporación Sanitaria Universitaria Parc Taulí, Autonomous University of Barcelona, Sabadell, Spain
| | - David Suárez
- Epidemiology and Assessment Unit, Fundació Parc Taulí, Autonomous University of Barcelona, Sabadell, Spain
| | - Luis Álvarez-Rocha
- Intensive Care Department, Hospital Universitario de la Coruña, A Coruña, Spain
| | | | - Gumersindo González
- Intensive Care Department, Hospital General Universitario Morales Meseguer, Murcia, Spain
| | - Rafael Zaragoza
- Intensive Care Department, Hospital Universitario Doctor Peset, Valencia, Spain
| | - Marcio Borges
- Intensive Care Department, Hospital Son Llatzer, Palma de Mallorca, Spain
| | - Jesús Blanco
- CIBER Enfermedades Respiratorias, Madrid, Spain
- Intensive Care Department, Hospital Universitario Rio Hortega, Valladolid, Spain
| | | | - Antonio Artigas
- CIBER Enfermedades Respiratorias, Madrid, Spain
- Intensive Care Department, Hospital Universitario General de Catalunya, Autonomous University of Barcelona, Sant Cugat del Vallés, Spain
- Intensive Care Department, Corporación Sanitaria Universitaria Parc Taulí, Autonomous University of Barcelona, Sabadell, Spain
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Power CM, Thorndyke LE, Milner RJ, Lowney K, Irvin CG, Fonseca-Kelly Z, Benjamin EJ, Bhasin RM, Connelly MT. Advancing Professional Development Through a Community of Practice: the New England Network for Faculty Affairs. J Contin Educ Health Prof 2018; 38:73-78. [PMID: 29369267 DOI: 10.1097/ceh.0000000000000186] [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] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
INTRODUCTION In an era of competing priorities, funding is increasingly restricted for offices of faculty affairs and development. Opportunities for professional staff to grow and network through attendance at national meetings and to share best practices are limited. We sought to describe a community of practice established to enhance the professional development of faculty affairs professionals and to document its impact. METHODS We outlined the process of formation of the New England Network for Faculty Affairs (NENFA), reviewed the pedagogical approaches to professional development, and surveyed members to evaluate the impact of NENFA on their activities, professional network and their institutions. RESULTS After a successful 2011 initial meeting, NENFA created an organizing committee and conducted a needs assessment among potential members. NENFA's charter, mission, goals, and structure were based on survey results. NENFA's regional community of practice grew to 31 institutions and held 10 meetings over 5 years. Meetings have examined a faculty development topic in depth using multiple learning formats to engage participants from academic medical centers and allied professions. Results from a 2015 member survey confirmed the value of NENFA. Multiple members documented changes in practice as a result of participating. DISCUSSION NENFA has been sustained by volunteer leadership, collaboration, and the value that the group has brought to its members. We propose that a "community of practice" offers an effective model for collaborative learning among individuals at different institutions within a competitive health care environment. We recommend that the approach be replicated in other regions.
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Affiliation(s)
- Christine M Power
- Ms. Power: Director, Office for Faculty Development, Dana-Farber Cancer Institute, Boston, MA. Dr. Thorndyke: Vice Provost for Faculty Affairs and Professor of Medicine, University of Massachusetts Medical School, Worcester, MA. Dr. Milner: Associate Vice Provost for Professional Development and Professor of Neurology, University of Massachusetts Medical School, Worcester, MA. Ms. Lowney: Assistant Dean for Faculty Affairs, Tufts University School of Medicine, Boston, MA. Dr. Irvin: Associate Dean for Faculty, College of Medicine, and Professor of Medicine, University of Vermont, Burlington, VT. Dr. Fonseca-Kelly: Assistant Dean for Science, Faculty of Arts and Sciences, Harvard University, Cambridge, MA. Dr. Benjamin: Assistant Provost for Faculty Development, Boston University Medical Campus, Vice Chair, Faculty Development and Diversity, Department of Medicine, Professor of Medicine and Epidemiology. Boston University Schools of Medicine and Public Health, Boston, MA.Ms. Bhasin: Director of Faculty Development, Boston University Medical Campus, Boston, MA. Dr. Connelly: Dean for Faculty Affairs, Assistant Professor, Department of Population Medicine, Harvard Pilgrim Health Care Institute, Harvard Medical School, Boston, MA
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Doumas DM, Esp S, Miller R. Impact of Brief Intervention Workshops on Addiction Provider Knowledge, Skills, Negative Attitudes, and Interest in Implementing Evidence-Based Practices. J Drug Educ 2017; 47:121-137. [PMID: 30253656 DOI: 10.1177/0047237918800985] [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] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
This study evaluated the impact of Motivational Interviewing (MI) and Screening, Brief Intervention, and Referral to Treatment (SBIRT) workshops on posttraining knowledge, skills, negative attitudes, and interest in implementing evidence-based practices (EBPs). Participants ( N = 70) were primarily mental health counselor (41.4%), social workers (20.0%), substance abuse counselors (15.7%), school counselors (5.7%), and nursing professionals (4.3%) who selected the 1- or 2-day workshop for continuing education credit. Participants attended either a Basic MI training workshop (1 day) or a Basic MI training plus an advanced MI/SBIRT training workshop (2 days) to assess if exposure to two EBPs would improve training outcomes. Participants in both the 1-day and 2-day workshops reported posttraining increased perceived knowledge and skills, decreased negative attitudes toward EBPs, and increased interest in implementing EBPs from pretraining to posttraining. There were no differences between participants in the Basic MI or MI plus advanced MI/SBIRT training conditions. Implications for reducing the research-practice gap in EBPs are discussed.
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Affiliation(s)
- Diana M Doumas
- 1 Department of Counselor Education, Institute for the Study of Behavioral Health and Addiction, Boise State University, ID, USA
| | - Susan Esp
- 1 Department of Counselor Education, Institute for the Study of Behavioral Health and Addiction, Boise State University, ID, USA
| | - Raissa Miller
- 1 Department of Counselor Education, Institute for the Study of Behavioral Health and Addiction, Boise State University, ID, USA
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Li SH, Sandler CX, Casson SM, Cassar J, Bogg T, Lloyd AR, Barry BK. Randomised controlled trial of online continuing education for health professionals to improve the management of chronic fatigue syndrome: a study protocol. BMJ Open 2017; 7:e014133. [PMID: 28495811 PMCID: PMC5541332 DOI: 10.1136/bmjopen-2016-014133] [Citation(s) in RCA: 3] [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] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
INTRODUCTION Chronic fatigue syndrome (CFS) is a serious and debilitating illness that affects between 0.2%-2.6% of the world's population. Although there is level 1 evidence of the benefit of cognitive behaviour therapy (CBT) and graded exercise therapy (GET) for some people with CFS, uptake of these interventions is low or at best untimely. This can be partly attributed to poor clinician awareness and knowledge of CFS and related CBT and GET interventions. This trial aims to evaluate the effect of participation in an online education programme, compared with a wait-list control group, on allied health professionals' knowledge about evidence-based CFS interventions and their levels of confidence to engage in the dissemination of these interventions. METHODS AND ANALYSIS A randomised controlled trial consisting of 180 consenting allied health professionals will be conducted. Participants will be randomised into an intervention group (n=90) that will receive access to the online education programme, or a wait-list control group (n=90). The primary outcomes will be: 1) knowledge and clinical reasoning skills regarding CFS and its management, measured at baseline, postintervention and follow-up, and 2) self-reported confidence in knowledge and clinical reasoning skills related to CFS. Secondary outcomes include retention of knowledge and satisfaction with the online education programme. The influence of the education programme on clinical practice behaviour, and self-reported success in the management of people with CFS, will also be assessed in a cohort study design with participants from the intervention and control groups combined. ETHICS AND DISSEMINATION The study protocol has been approved by the Human Research Ethics Committee at The University of New South Wales (approval number HC16419). Results will be disseminated via peer-reviewed journal articles and presentations at scientific conferences and meetings. TRIAL REGISTRATION ACTRN12616000296437.
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Affiliation(s)
- Sophie H Li
- School of Medical Sciences, University of New South Wales, Sydney, Australia
- School of Psychology, The University of New South Wales, Sydney, Australia
| | - Carolina X Sandler
- School of Medical Sciences, University of New South Wales, Sydney, Australia
- The Kirby Institute, University of New South Wales, Sydney, Australia
| | - Sally M Casson
- School of Medical Sciences, University of New South Wales, Sydney, Australia
| | - Joanne Cassar
- School of Medical Sciences, University of New South Wales, Sydney, Australia
- The Kirby Institute, University of New South Wales, Sydney, Australia
| | - Tina Bogg
- School of Medical Sciences, University of New South Wales, Sydney, Australia
| | - Andrew R Lloyd
- The Kirby Institute, University of New South Wales, Sydney, Australia
| | - Benjamin K Barry
- School of Medical Sciences, University of New South Wales, Sydney, Australia
- Neuroscience Research Australia, University of New South Wales, Sydney, Australia
- School of Clinical Medicine, University of Queensland, Brisbane, Australia
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Park CSY, Kang KH, Yun SN. Growth Trajectories and Detrended Intraindividual Variability to Assess Case Managers' Competency in Continuing Education. J Contin Educ Nurs 2017; 48:230-238. [PMID: 28459496 DOI: 10.3928/00220124-20170418-08] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2015] [Accepted: 10/26/2016] [Indexed: 11/20/2022]
Abstract
Tracking the effectiveness of CE over time beyond simply confirming its efficacy in continuing education (CE) in nursing is crucial. However, research evidence on the analysis of change of the effectiveness of CE over time is limited, particularly in the context of case management. This methodological study aimed to introduce both a growth curve modeling and an intra-individual variability index and demonstrate step-by-step procedures and interpretations of those analyses to assess case manager competency over time, using secondary data analysis. Data were collected from 22 case managers affiliated with the Korean National Health Insurance Corporation who attended three series of CE to improve their competency between May 2008 and August 2009. Unexpected results revealed a negative fixed effect of education level in the overall estimation of case managers' competency trajectory and a negative correlation between education level and case managers' intra-individual competency inconsistency over time. J Contin Nurs Educ. 2017;48(5):230-238.
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Wang Y, Xiao LD, Ullah S, He GP, De Bellis A. Evaluation of a nurse-led dementia education and knowledge translation programme in primary care: A cluster randomized controlled trial. Nurse Educ Today 2017; 49:1-7. [PMID: 27855297 DOI: 10.1016/j.nedt.2016.10.016] [Citation(s) in RCA: 45] [Impact Index Per Article: 6.4] [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: 11/30/2015] [Revised: 10/16/2016] [Accepted: 10/31/2016] [Indexed: 05/15/2023]
Abstract
BACKGROUND The lack of dementia education programmes for health professionals in primary care is one of the major factors contributing to the unmet demand for dementia care services. AIMS To determine the effectiveness of a nurse-led dementia education and knowledge translation programme for health professionals in primary care; participants' satisfaction with the programme; and to understand participants' perceptions of and experiences in the programme. DESIGN A cluster randomized controlled trial was used as the main methodology to evaluate health professionals' knowledge, attitudes and care approach. Focus groups were used at the end of the project to understand health professionals' perceptions of and experiences in the programme. PARTICIPANTS AND SETTINGS Fourteen community health service centres in a province in China participated in the study. Seven centres were randomly assigned to the intervention or control group respectively and 85 health professionals in each group completed the programme. METHODS A train-the-trainer model was used to implement a dementia education and knowledge translation programme. Outcome variables were measured at baseline, on the completion of the programme and at 3-month follow-up. A mixed effect linear regression model was applied to compare the significant differences of outcome measures over time between the two groups. Focus groups were guided by four semi-structured questions and analysed using content analysis. RESULTS Findings revealed significant effects of the education and knowledge translation programme on participants' knowledge, attitudes and a person-centred care approach. Focus groups confirmed that the programme had a positive impact on dementia care practice. CONCLUSIONS A dementia education and knowledge translation programme for health professionals in primary care has positive effects on their knowledge, attitudes, care approach and care practice.
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Affiliation(s)
- Yao Wang
- Xiang Ya Nursing School, Central South University, Changsha, Hunan Province, China; School of Nursing and Midwifery, Flinders University, Adelaide, South Australia, Australia.
| | - Lily Dongxia Xiao
- School of Nursing and Midwifery, Flinders University, Adelaide, South Australia, Australia.
| | - Shahid Ullah
- ANZDATA and ANZOD Registry, South Australian Health and Medical Research Institute (SAHMRI), Adelaide, South Australia, Australia.
| | - Guo-Ping He
- Xiang Ya Nursing School, Central South University, Changsha, Hunan Province, China.
| | - Anita De Bellis
- School of Nursing and Midwifery, Flinders University, Adelaide, South Australia, Australia.
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Cervero RM, Artino AR, Daley BJ, Durning SJ. Health Professions Education Graduate Programs Are a Pathway to Strengthening Continuing Professional Development. J Contin Educ Health Prof 2017; 37:147-151. [PMID: 28562504 DOI: 10.1097/ceh.0000000000000155] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
The need to strengthen the preparation of individuals leading and providing continuing professional development (CPD) programs has grown dramatically within the current health care context. CPD is an integral part of the continuum of health professions education and cuts across the multiple disciplines and professions delivering health care. Each health care profession needs not only to keep up to date on new information within their specific discipline but also continue to develop and expand skills in areas that link interdisciplinary areas, such as quality of care delivery and communication skills, across various professions. In this article, we examine the changing context in which CPD is provided and explain how graduate programs in health professions education can be used as a strategy to strengthen the preparation of individuals for CPD practice and advance the delivery of CPD through evidence-based and innovative strategies.
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Affiliation(s)
- Ronald M Cervero
- Dr. Cervero: Professor, Department of Medicine, and Associate Director, Remote Campus Education, Graduate Programs in Health Professions Education, Uniformed Services University, Bethesda, MD. Dr. Artino: Professor, Department of Medicine, and Deputy Director, Graduate Programs in Health Professions Education, Uniformed Services University, Bethesda, MD. Dr. Daley: Professor of Adult and Continuing Education, Department of Administrative Leadership, University of Wisconsin-Milwaukee, Milwaukee, WI. Dr. Durning: Professor, Department of Medicine, and Director, Graduate Programs in Health Professions Education, Uniformed Services University, Bethesda, MD
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Scott KM, Baur L, Barrett J. Evidence-Based Principles for Using Technology-Enhanced Learning in the Continuing Professional Development of Health Professionals. J Contin Educ Health Prof 2017; 37:61-66. [PMID: 28252469 DOI: 10.1097/ceh.0000000000000146] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Increasingly, health professional training involves the use of educational technologies through what is broadly termed "Technology-Enhanced Learning" (TEL). TEL includes hardware, such as computers and mobile devices, and software, such as software applications (apps), learning management systems, and discussion boards. For many years, TEL has formed an integral part of health professional programs and is growing in acceptance, if not expectation, in postgraduate training and continuing education. TEL generally aims to be flexible, engaging, learner focused and interactive, and may involve collaboration and communication. It offers many benefits for learning and teaching, whether used on its own or in conjunction with face-to-face teaching through blended learning. The ubiquity of mobile devices in clinical settings means TEL is ideal for busy clinicians, both as learners and teachers. TEL enables participants to learn at a time and place that is convenient to them, so learners living in geographically dispersed locations can access standardized courses. To realize these potential benefits, we recommend that those developing TEL programs for health professionals take a systematic approach to planning, development, implementation, and evaluation. To that end, we propose 10 principles: clarify purpose and conduct a needs assessment; allocate adequate time and technology; incorporate proven approaches to improve learning; consider the need for a skills component; enable interaction between learners and with others; create different resources for different groups; pilot before implementing; incorporate measures to retain learners; provide opportunities for revision to aid retention; and evaluate learning outcomes, not just satisfaction.
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Affiliation(s)
- Karen M Scott
- Dr. Scott: Senior Lecturer, Discipline of Child and Adolescent Health, The University of Sydney, Sydney, Australia. Dr. Baur: Professor of Child and Adolescent Health, Discipline of Child and Adolescent Health, The University of Sydney, Sydney, Australia, and The Children's Hospital at Westmead, Sydney, Australia. Dr. Barrett: Honorary Research Fellow, Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, Melbourne, Australia
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Shelley BM, Katzman JG, Comerci GD, Duhigg DJ, Olivas C, Kalishman S, Monette R, Britt M, Flatow-Trujillo L, Arora S. ECHO Pain Curriculum: Balancing Mandated Continuing Education With the Needs of Rural Health Care Practitioners. J Contin Educ Health Prof 2017; 37:190-194. [PMID: 28817395 DOI: 10.1097/ceh.0000000000000165] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Chronic pain is a common problem in the United States. Health care professions training at the undergraduate and graduate levels in managing chronic pain is insufficient. The Chronic Pain and Headache Management TeleECHO Clinic (ECHO Pain) is a telehealth approach at Project ECHO (Extension for Community Healthcare Outcomes), which supports clinicians interested in improving their knowledge and confidence in treating patients with chronic pain and safe opioid management. It is a vehicle for educating practicing clinicians (at the "spoke") based on work-place learning with cases selected by participants from their patient panels combined with short lectures by experts (at the "hub"). ECHO Pain has designed an innovative, interprofessional longitudinal curriculum appropriate for individual and team-based clinicians which includes relevant basic and advanced pain topics. The specific design and delivery of the curriculum enhances its relevance and accessibility to busy clinicians in practice, yet also satisfies statutory requirements for CME in New Mexico. Specific features which balance hub-and-spoke needs are presented in this descriptive article, which is intended to serve as a guide to other clinician educators interested in developing or implementing similar telehealth curricula.
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Affiliation(s)
- Curtis A Olson
- Dr. Olson: Editor-in-Chief, Journal of Continuing Education in the Health Professions. Dr. Bakken: Associate Professor, Department of Integrated Studies, University of Wisconsin-Madison
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Williams BW, Byrne PD, Williams NV, Williams MV. Dreyfus and Dreyfus and Indicators of Behavioral Performance: A Study of Measurement Convergence. J Contin Educ Health Prof 2017; 37:50-54. [PMID: 28141784 DOI: 10.1097/ceh.0000000000000138] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
INTRODUCTION Assessment of efficacy of continuous professional development is an important part of continuing professional development programing as one of its goals is to increase the performance of the clinicians that serve the community. A frequently used and researched classification system for skill mastery is the Dreyfus and Dreyfus Model of Skill Acquisition. An alternative approach is the core competency framework that informs the assessment of residents and forms the foundation of the American Board of Medical Specialties Program for Maintenance of Certification. There are a number of methods of assessment of each competence. One of the most broadly employed and researched methods is a multisource assessment (360°) methodology. METHODS Three hundred sixty-degree data were collected from 264 raters of physicians holding supervisory roles. Raters included the physicians' leaders, peers, and support/reports. The scale items were taken from an instrument developed for the assessment of interpersonal and communications skills, professionalism, and system-based practice. The Dreyfus scale was purposely built for this application. RESULTS The Dreyfus scale was reduced to a single dimension, and raters assigned their score on that dimension as the indicator of their assessment of the physician's level of mastery. Results of a multivariate analysis of variance indicated a significant relationship between Dreyfus mastery score and competency items (P < .0001). DISCUSSION These findings demonstrate a relationship between a measure of Dreyfus skill acquisition and measures based on the American Board of Medical Specialties/Accreditation Council for Graduate Medical Education six core competency framework. Results have implication for continuing professional development design and assessment.
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Affiliation(s)
- Betsy W Williams
- Dr. B. W. Williams: Clinical Program Director, Professional Renewal Center, Lawrence, KS. Dr. Byrne: Director, Office of Faculty Development, Children's Mercy, Kansas City, and Teaching Assistant Professor, UMKC School of Medicine, Kansas City, MO. Mr. N. V. Williams: Research Assistant, Wales Behavioral Assessment, Lawrence, KS. Dr. M. V. Williams: Principal, Wales Behavioral Assessment, Lawrence, KS
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Shen N, Yufe S, Saadatfard O, Sockalingam S, Wiljer D. Rebooting Kirkpatrick: Integrating Information System Theory Into the Evaluation of Web-based Continuing Professional Development Interventions for Interprofessional Education. J Contin Educ Health Prof 2017; 37:137-146. [PMID: 28562503 DOI: 10.1097/ceh.0000000000000154] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/26/2023]
Abstract
INTRODUCTION Information system research has stressed the importance of theory in understanding how user perceptions can motivate the use and adoption of technology such as web-based continuing professional development programs for interprofessional education (WCPD-IPE). A systematic review was conducted to provide an information system perspective on the current state of WCPD-IPE program evaluation and how current evaluations capture essential theoretical constructs in promoting technology adoption. METHODS Six databases were searched to identify studies evaluating WCPD-IPE. Three investigators determined eligibility of the articles. Evaluation items extracted from the studies were assessed using the Kirkpatrick-Barr framework and mapped to the Benefits Evaluation Framework. RESULTS Thirty-seven eligible studies yielded 362 evaluation items for analysis. Most items (n = 252) were assessed as Kirkpatrick-Barr level 1 (reaction) and were mainly focused on the quality (information, service, and quality) and satisfaction dimensions of the Benefits Evaluation. System quality was the least evaluated quality dimension, accounting for 26 items across 13 studies. WCPD-IPE use was reported in 17 studies and its antecedent factors were evaluated in varying degrees of comprehensiveness. DISCUSSION Although user reactions were commonly evaluated, greater focus on user perceptions of system quality (ie, functionality and performance), usefulness, and usability of the web-based platform is required. Surprisingly, WCPD-IPE use was reported in less than half of the studies. This is problematic as use is a prerequisite to realizing any individual, organizational, or societal benefit of WCPD-IPE. This review proposes an integrated framework which accounts for these factors and provides a theoretically grounded guide for future evaluations.
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Affiliation(s)
- Nelson Shen
- Mr. Shen: PhD Candidate, Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, Ontario, Canada. Ms. Yufe: MA Candidate, Department of Psychology, York University, Toronto, Ontario, Canada. Mr. Saadatfard: Researcher, Norwegian Centre for E-health, Tromsø, Norway. Dr. Sockalingam: Associate Professor, Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada, and Deputy Psychiatrist-in-Chief, Centre for Mental Health, University Health Network, Toronto, Ontario, Canada. Dr. Wiljer: Associate Professor, Institute of Health Policy, Management and Evaluation, and Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada, and Executive Director, Education, Technology & Innovation, University Health Network, Toronto, Ontario, Canada
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Curran V, Matthews L, Fleet L, Simmons K, Gustafson DL, Wetsch L. A Review of Digital, Social, and Mobile Technologies in Health Professional Education. J Contin Educ Health Prof 2017; 37:195-206. [PMID: 28834849 DOI: 10.1097/ceh.0000000000000168] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
INTRODUCTION Digital, social, and mobile technologies (DSMTs) can support a wide range of self-directed learning activities, providing learners with diverse resources, information, and ways to network that support their learning needs. DSMTs are increasingly used to facilitate learning across the continuum of health professional education (HPE). Given the diverse characteristics of DSMTs and the formal, informal, and nonformal nature of health professional learning, a review of the literature on DSMTs and HPE could inform more effective adoption and usage by regulatory organizations, educators, and learners. METHODS A scoping review of the literature was performed to explore the effectiveness and implications of adopting and using DSMTs across the educational continuum in HPE. A data extraction tool was used to review and analyze 125 peer-reviewed articles. Common themes were identified by thematic analysis. RESULTS Most articles (56.0%) related to undergraduate education; 31.2% to continuing professional development, and 52.8% to graduate/postgraduate education. The main DSMTs described include mobile phones, apps, tablets, Facebook, Twitter, and YouTube. Approximately half of the articles (49.6%) reported evaluative outcomes at a satisfaction/reaction level; 45.6% were commentaries, reporting no evaluative outcomes. Most studies reporting evaluative outcomes suggest that learners across all levels are typically satisfied with the use of DSMTs in their learning. Thematic analysis revealed three main themes: use of DSMTs across the HPE continuum; key benefits and barriers; and best practices. DISCUSSION Despite the positive commentary on the potential benefits and opportunities for enhancing teaching and learning in HPE with DSMTs, there is limited evidence at this time that demonstrates effectiveness of DSMTs at higher evaluative outcome levels. Further exploration of the learning benefits and effectiveness of DSMTs for teaching and learning in HPE is warranted.
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Affiliation(s)
- Vernon Curran
- Dr. Curran: Associate Dean of Educational Development, Professor of Medical Education, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Ms. Matthews: Graduate Student, Faculty of Science, Memorial University, St. John's, Newfoundland and Labrador, Canada. Ms. Fleet: Manager of Research, Office of Professional Development, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Ms. Simmons: Research Assistant, Office of Professional Development, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Dr. Gustafson: Professor, Social Science and Health, Division of Community Health and Humanities, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Mr. Wetsch: Chair, Teaching and Learning, Associate Professor, Marketing, Faculty of Business Administration, Memorial University of Newfoundland, St. John's, Newfoundland and Labrador, Canada
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Molinar LS, Childers AF, Hoggle L, Porter H, Turner P. Increase in Use and Demand for Skills Illustrated by Responses to Nutrition Informatics Survey. J Acad Nutr Diet 2016; 116:1836-1842. [PMID: 27312259 DOI: 10.1016/j.jand.2016.04.016] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2016] [Indexed: 11/19/2022]
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Freitas MJ, Silva JV, Korrodi-Gregório L, Fardilha M. Non-stop lab week: A real laboratory experience for life sciences postgraduate courses. Biochem Mol Biol Educ 2016; 44:297-303. [PMID: 26891775 DOI: 10.1002/bmb.20947] [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] [Received: 10/01/2015] [Revised: 10/27/2015] [Accepted: 11/29/2015] [Indexed: 06/05/2023]
Abstract
At the Portuguese universities, practical classes of life sciences are usually professor-centered 2-hour classes. This approach results in students underprepared for a real work environment in a research/clinical laboratory. To provide students with a real-life laboratory environment, the Non-Stop Lab Week (NSLW) was created in the Molecular Biomedicine master program at the University of Aveiro, Portugal. The unique feature of the NSLW is its intensity: during a 1-week period, students perform a subcloning and a protein expression project in an environment that mimics a real laboratory. Students work autonomously, and the progression of work depends on achieving the daily goals. Throughout the three curricular years, most students considered the intensity of the NSLW a very good experience and fundamental for their future. Moreover, after some experience in a real laboratory, students state that both the techniques and the environment created in the NSLW were similar to what they experience in their current work situation. The NSLW fulfills a gap in postgraduate students' learning, particularly in practical skills and scientific thinking. Furthermore, the NSLW experience provides skills to the students that are crucial to their future research area. © 2016 by The International Union of Biochemistry and Molecular Biology, 44:297-303, 2016.
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Affiliation(s)
- Maria João Freitas
- Signal Transduction Laboratory, iBiMED-Institute for Research in Biomedicine, Department of Medical Sciences, University of Aveiro, Aveiro, 3810-193, Portugal
| | - Joana Vieira Silva
- Signal Transduction Laboratory, iBiMED-Institute for Research in Biomedicine, Department of Medical Sciences, University of Aveiro, Aveiro, 3810-193, Portugal
| | - Luís Korrodi-Gregório
- Signal Transduction Laboratory, iBiMED-Institute for Research in Biomedicine, Department of Medical Sciences, University of Aveiro, Aveiro, 3810-193, Portugal
- Department of Pathology and Experimental Therapeutics, Universitat de Barcelona, Barcelona, 08907, Spain
| | - Margarida Fardilha
- Signal Transduction Laboratory, iBiMED-Institute for Research in Biomedicine, Department of Medical Sciences, University of Aveiro, Aveiro, 3810-193, Portugal
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Abstract
OBJECTIVE To assess the feasibility and acceptability of training stroke service staff to provide supported communication for people with moderate-severe aphasia in the acute phase; assess the suitability of outcome measures; collect data to inform sample size and Health Economic evaluation in a definitive trial. DESIGN Phase II cluster-controlled, observer-blinded feasibility study. SETTINGS In-patient stroke rehabilitation units in the UK matched for bed numbers and staffing were assigned to control and intervention conditions. PARTICIPANTS 70 stroke rehabilitation staff from all professional groups, excluding doctors, were recruited. 20 patients with moderate-severe aphasia were recruited. INTERVENTION Supported communication for aphasia training, adapted to the stroke unit context versus usual care. Training was supplemented by a staff learning log, refresher sessions and provision of communication resources. MAIN OUTCOME MEASURES Feasibility of recruitment and acceptability of the intervention and of measures required to assess outcomes and Health Economic evaluation in a definitive trial. Staff outcomes: Measure of Support in Conversation; patient outcomes: Stroke and Aphasia Quality of Life Scale; Communicative Access Measure for Stroke; Therapy Outcome Measures for aphasia; EQ-5D-3L was used to assess health outcomes. RESULTS Feasibility of staff recruitment was demonstrated. Training in the intervention was carried out with 28 staff and was found to be acceptable in qualitative reports. 20 patients consented to take part, 6 withdrew. 18 underwent all measures at baseline; 16 at discharge; and 14 at 6-month follow-up. Of 175 patients screened 71% were deemed to be ineligible, either lacking capacity or too unwell to participate. Poor completion rates impacted on assessment of patient outcomes. We were able to collect sufficient data at baseline, discharge and follow-up for economic evaluation. CONCLUSIONS The feasibility study informed components of the intervention and implementation in day-to-day practice. Modifications to the design are needed before a definitive cluster-randomised trial can be undertaken. TRIAL REGISTRATION NUMBER ISRCTN37002304; Results.
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Affiliation(s)
- Simon Horton
- Acquired Brain Injury Rehabilitation Alliance (ABIRA), School of Health Sciences, Queen's Building, University of East Anglia, Norwich, UK
| | - Allan Clark
- Norwich Medical School, University of East Anglia, Norwich, UK
| | - Garry Barton
- Norwich Medical School, University of East Anglia, Norwich, UK
| | - Kathleen Lane
- Acquired Brain Injury Rehabilitation Alliance (ABIRA), School of Health Sciences, Queen's Building, University of East Anglia, Norwich, UK
| | - Valerie M Pomeroy
- Acquired Brain Injury Rehabilitation Alliance (ABIRA), School of Health Sciences, Queen's Building, University of East Anglia, Norwich, UK
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Hanypsiak BT. Make Room on Your Shelves. Am J Orthop (Belle Mead NJ) 2016; 45:107-108. [PMID: 26991560] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
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Dziewas R, Glahn J, Helfer C, Ickenstein G, Keller J, Ledl C, Lindner-Pfleghar B, G Nabavi D, Prosiegel M, Riecker A, Lapa S, Stanschus S, Warnecke T, Busse O. Flexible endoscopic evaluation of swallowing (FEES) for neurogenic dysphagia: training curriculum of the German Society of Neurology and the German stroke society. BMC Med Educ 2016; 16:70. [PMID: 26911194 PMCID: PMC4766659 DOI: 10.1186/s12909-016-0587-3] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [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: 08/06/2015] [Accepted: 02/08/2016] [Indexed: 06/05/2023]
Abstract
BACKGROUND Neurogenic dysphagia is one of the most frequent and prognostically relevant neurological deficits in a variety of disorders, such as stroke, parkinsonism and advanced neuromuscular diseases. Flexible endoscopic evaluation of swallowing (FEES) is now probably the most frequently used tool for objective dysphagia assessment in Germany. It allows evaluation of the efficacy and safety of swallowing, determination of appropriate feeding strategies and assessment of the efficacy of different swallowing manoeuvres. The literature furthermore indicates that FEES is a safe and well-tolerated procedure. In spite of the huge demand for qualified dysphagia diagnostics in neurology, a systematic FEES education has not yet been established. RESULTS The structured training curriculum presented in this article aims to close this gap and intends to enforce a robust and qualified FEES service. As management of neurogenic dysphagia is not confined to neurologists, this educational programme is applicable to other clinicians and speech-language therapists with expertise in dysphagia as well. CONCLUSION The systematic education in carrying out FEES across a variety of different professions proposed by this curriculum will help to spread this instrumental approach and to improve dysphagia management.
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Affiliation(s)
- Rainer Dziewas
- Department of Neurology, University Hospital Münster, Albert-Schweitzer-Campus 1, 48149, Münster, Germany.
| | - Jörg Glahn
- Department of Neurology, Johannes Wesling Klinikum Minden, Minden, Germany.
| | - Christine Helfer
- ENT and Neurology Departments, Vivantes Klinikum Neukölln, Berlin, Germany.
| | - Guntram Ickenstein
- Department of Neurology and Stroke Unit, HELIOS Klinikum Aue, Aue, Germany.
| | - Jochen Keller
- St. Martinus Hospital, Clinic for Acute Geriatrics, Düsseldorf, Germany.
| | | | | | - Darius G Nabavi
- Department of Neurology, Vivantes Klinikum Neukölln, Berlin, Germany.
| | | | - Axel Riecker
- Department of Neurology, University of Ulm, Ulm, Germany.
- Reha Nova, Clinic for neurological and neurosurgical rehabilitation, Cologne, Germany.
| | - Sriramya Lapa
- Department of Neurology, ZNN, Johann Wolfgang Goethe University, Frankfurt am Main, Germany.
| | | | - Tobias Warnecke
- Department of Neurology, University Hospital Münster, Albert-Schweitzer-Campus 1, 48149, Münster, Germany
| | - Otto Busse
- DSG and DGN Office, Reinhardtstraße 27 C, 10117, Berlin, Germany.
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Turco MG, Baron RB. Observations on the 2016 World Congress on Continuing Professional Development: Advancing Learning and Care in the Health Professions. J Contin Educ Health Prof 2016; 36 Suppl 1:S4-S7. [PMID: 27584068 DOI: 10.1097/ceh.0000000000000106] [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] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
The 2016 World Congress on Continuing Professional Development: Advancing Learning and Care in the Health Professions took place in San Diego, California, March 17-19, 2016. Hosts were the Association for Hospital Medical Education (AHME), Alliance for Continuing Education in the Health Professionals (ACEhp), and Society for Academic Continuing Medical Education (SACME). The target audience was the international community working to improve medical (CME), nursing (CNE), pharmacy (CPE), and interprofessional (CIPE) continuing education (CE) and continuing professional development (CPD). Goals included: addressing patients' concerns and needs; advancing global medical and interprofessional health sciences education; utilizing learning to address health disparities; and promoting international cooperation. The five keynote speakers were: patient advocate Alicia Cole ("Why What We Do Matters: The Patients Voice"); linguist Lorelei Lingard ("Myths about Healthcare Teamwork and Their Implications for How We Understand Competence"); futurist and philosopher Alex Jadad ("What Do We Need to Protect at All Costs in the 21st Century?"); ethicist and change agent Zeke Emanuel ("Learn to Change: Teaching Toward a Shifting Healthcare Horizon"); and technology innovator Stephen Downes ("From Individual to Community: The Learning Is in the Doing"). Organizers announced the new Dave Davis Distinguished Award for Excellence in Mentorship in Continuing Professional Development to honor the career of David Davis, MD, in CME/CPD scholarship in Canada, the United States, and beyond. Participants valued the emphasis on interprofessional education and practice, the importance of integrating the patient voice, the effectiveness of flipped classroom methods, and the power of collective competency theories. Attendee-respondents encouraged Congress planners to continue to strive for a broad global audience and themes of international interest.
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Affiliation(s)
- Mary G Turco
- Dr. Turco: Assistant Professor, Department of Medicine, Geisel School of Medicine at Dartmouth, Hanover, NH, and Consultant, Center for Learning and Professional Development, Dartmouth-Hitchcock, D-H Medical Center, Lebanon, NH. Dr. Baron: Professor of Medicine, Associate Dean for Graduate and Continuing Medical Education, Division of General Internal Medicine, Department of Medicine, School of Medicine, University of California San Francisco, San Francisco, CA
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Ruiz-Cordell KD, Joubin K, Haimowitz S. Applying Advanced Analytical Approaches to Characterize the Impact of Specific Clinical Gaps and Profiles on the Management of Rheumatoid Arthritis. J Contin Educ Health Prof 2016; 36:235-239. [PMID: 28350303 DOI: 10.1097/ceh.0000000000000119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
INTRODUCTION The goal of this study was to add a predictive modeling approach to the meta-analysis of continuing medical education curricula to determine whether this technique can be used to better understand clinical decision making. Using the education of rheumatologists on rheumatoid arthritis management as a model, this study demonstrates how the combined methodology has the ability to not only characterize learning gaps but also identify those proficiency areas that have the greatest impact on clinical behavior. METHODS The meta-analysis included seven curricula with 25 activities. Learners who identified as rheumatologists were evaluated across multiple learning domains, using a uniform methodology to characterize learning gains and gaps. A performance composite variable (called the treatment individualization and optimization score) was then established as a target upon which predictive analytics were conducted. RESULTS Significant predictors of the target included items related to the knowledge of rheumatologists and confidence concerning 1) treatment guidelines and 2) tests that measure disease activity. In addition, a striking demographic predictor related to geographic practice setting was also identified. DISCUSSION The results demonstrate the power of advanced analytics to identify key predictors that influence clinical behaviors. Furthermore, the ability to provide an expected magnitude of change if these predictors are addressed has the potential to substantially refine educational priorities to those drivers that, if targeted, will most effectively overcome clinical barriers and lead to the greatest success in achieving treatment goals.
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Affiliation(s)
- Karyn D Ruiz-Cordell
- Dr. Ruiz-Cordell: Director of Research and Outcomes, RealCME Outcomes, New York, NY. Dr. Joubin: Research Analyst, RealCME, Inc., New York, NY. Dr. Haimowitz: Principal, RealCME, Inc., New York, NY
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Daniel S, Lee AL, Switzer-McIntyre S, Evans C. An Innovative Program to Support Internationally Educated Health Professionals and Their Instructors: Role of the Clinical Practice Facilitator. J Contin Educ Health Prof 2016; 36:269-277. [PMID: 28350308 DOI: 10.1097/ceh.0000000000000115] [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] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
INTRODUCTION Internationally educated health professionals immigrating to other countries may experience difficulty in clinical practice, due to linguistic and cultural factors. An important element of bridging is the opportunity for internationally educated health professionals to practice in a clinical environment. To support these health professionals and their clinical instructors, a Clinical Practice Facilitator (CPF) role was created. This study aimed to examine the CPF from internationally educated health professionals and clinical instructors' perspective. METHODS A quantitative survey was conducted with two cohorts (2013 and 2015) of internationally educated physical therapists and clinical instructors who were asked about the nature of interaction with CPFs, mentor, and education roles and the benefits and challenges of the role. RESULTS Thirty-five internationally educated physical therapists and 37 clinical instructors participated and were satisfied with the interaction with CPFs via face-to-face or e-mail communication. There was strong agreement (>80%) that the CPF educator role was to facilitate learner's reflection on clinical practice while the mentor role (>70%) was to answer questions, provide feedback, and investigate clinical concerns and conflicts. There was insufficient time for access to CPFs and resolution of learners' learning needs. There were differences (P = 0.04) in perspective on the benefit of the CPF in assisting with cultural differences. DISCUSSION An innovative CPF role provided support encouragement, clinical, and professional advice. There were discordant views regarding the benefits of the CPF role in addressing cultural issues, which requires further examination.
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Affiliation(s)
- Sylvia Daniel
- Ms. Daniel: Workplace Integration Coordinator, Ontario Internationally Educated Physical Therapy Bridging Program, Department of Physical Therapy, University of Toronto, Toronto, Ontario, Canada. Dr. Lee: Postdoctoral Fellow, Department of Respiratory Medicine, West Park Healthcare Centre, Toronto, Ontario, Canada. Dr. Switzer-McIntyre: Assistant Professor, Vice-Chair of Education, and Program Director, OIEPB Program, Department of Physical Therapy, University of Toronto, Toronto, Ontario, Canada. Dr. Evans: Assistant Professor, Graduate Coordinator, Direction of Online Education, Ontario Internationally Educated Physical Therapy Bridging Program, Department of Physical Therapy, University of Toronto, Toronto, Ontario, Canada
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Zubairi MS, Lindsay S, Parker K, Kawamura A. Building and Participating in a Simulation: Exploring a Continuing Education Intervention Designed to Foster Reflective Practice Among Experienced Clinicians. J Contin Educ Health Prof 2016; 36:127-132. [PMID: 27262157 DOI: 10.1097/ceh.0000000000000065] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
INTRODUCTION Engaging health professionals in the processes of first building and then participating in simulations has not yet been explored. This qualitative study explored the experience of building and participating in a simulation as an educational intervention with experienced clinicians. METHODS Pediatric rehabilitation clinicians, along with a patient facilitator and standardized patients, created simulations and subsequently participated in a live simulation. The educational content of the simulation was culturally sensitive communication. We collected participants' perspectives about the process from individual journal entries and focus groups. A thematic analysis of these data sources was conducted. RESULTS Participants described a process of building and participating in a simulation that provided: 1) a unique opportunity for clinicians to reflect on their current practice; 2) a venue to identify different perspectives through discussion and action in a group; and 3) a safe environment for learning. DISCUSSION The combined process of building and participating in a simulation stimulated reflection about the clinicians' own abilities in culturally sensitive communication through discussion, practice, and feedback. It provided a safe environment for participants to share their multiple perspectives and to develop new ways of communicating. This type of educational intervention may contribute to the continuing education of experienced clinicians in both academic and community settings.
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Affiliation(s)
- Mohammad Samad Zubairi
- Dr. Zubairi: Developmental Pediatrician, Department of Pediatrics, Division of Developmental Pediatrics, University of Toronto, and Child Development Program, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada. Dr. Lindsay: Scientist, Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, and Departments of Occupational Science and Occupational Therapy and Rehabilitation Sciences Institute, University of Toronto, Toronto, Ontario, Canada. Dr. Parker: Senior Director, Academic Affairs and Simulation Lead, Teaching and Learning Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada. Dr. Kawamura: Developmental Pediatrician, Department of Pediatrics, Division of Developmental Pediatrics, University of Toronto, and Child Development Program, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada
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Carroll JC, Grad R, Allanson JE, Pluye P, Permaul JA, Pimlott N, Wilson BJ. The Gene Messenger Impact Project: An Innovative Genetics Continuing Education Strategy for Primary Care Providers. J Contin Educ Health Prof 2016; 36:178-185. [PMID: 27583994 DOI: 10.1097/ceh.0000000000000079] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
INTRODUCTION Primary care providers (PCP) will need to be integrally involved in the delivery of genomic medicine. The GenetiKit trial demonstrated effectiveness of a knowledge translation intervention on family physicians' (FP) genetics referral decision-making. Most wanted to continue receiving Gene Messengers (GM), evidence-based summaries of new genetic tests with primary care recommendations. Our objective was to determine the value of GMs as a continuing education (CE) strategy in genomic medicine for FPs. METHODS Using a "push" model, we invited 19,060 members of the College of Family Physicians of Canada to participate. Participants read GMs online, receiving 12 emailed topics over 6 months. Participants completed an online Information Assessment Method questionnaire evaluating GMs on four constructs: cognitive impact, relevance, intended use of information for a patient, and expected health benefits. RESULTS One thousand four hundred two FPs participated, 55% rated at least one GM. Most (73%) indicated their practice would be improved after reading GMs, with referral to genetics ranked highly. Of those who rated a GM relevant, 94% would apply it to at least one patient and 79% would expect health benefits. This method of CE was found useful for genetics by 88% and 94% wanted to continue receiving GMs. DISCUSSION FPs found this novel CE strategy, brief individual reflective e-learning, to be valuable for learning about genetics. This method of information delivery may be an especially effective method for CE in genomic medicine where discoveries occur at a rapid pace and lack of knowledge is a barrier to integration of genetic services.
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Affiliation(s)
- June C Carroll
- Dr. Carroll: Professor, Sydney G. Frankfort Chair in Family Medicine, Department of Family and Community Medicine, Sinai Health System, University of Toronto, Toronto, Ontario, Canada. Dr. Grad: Associate Professor, McGill University, Herzl Family Practice Centre, Centre Médecine Familiale Herzl, Montréal, Quebec, Canada. Dr. Allanson: Department of Genetics, Children's Hospital of Eastern Ontario, Professor, Department of Paediatrics, University of Ottawa, Ottawa, Canada. Dr. Pluye: Full Professor, FRQS Senior Research Scholar, Department of Family Medicine, McGill University, Montréal, Quebec, Canada. Ms. Permaul: Research Associate, Ray D. Wolfe Department of Family Medicine, Sinai Health System, Toronto, Toronto, Ontario, Canada. Dr. Pimlott: Assistant Professor, University of Toronto, Family Practice Health Centre, Women's College Hospital, Toronto, Ontario, Canada. Dr. Wilson: Professor, School of Epidemiology, Public Health and Preventive Medicine, University of Ottawa, Ottawa, Canada
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Phillipson L, Goodenough B, Reis S, Fleming R. Applying Knowledge Translation Concepts and Strategies in Dementia Care Education for Health Professionals: Recommendations From a Narrative Literature Review. J Contin Educ Health Prof 2016; 36:74-81. [PMID: 26954249 DOI: 10.1097/ceh.0000000000000028] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
INTRODUCTION Dementia education programs are being developed for health professionals, but with limited guidance about "what works" in design and content to promote best practice in dementia care. Knowledge translation (KT) is a conceptual framework for putting evidence to work in health care. This narrative literature review examined the question: What does the field KT offer, conceptually and practically, for education of health professionals in dementia care? It seeks to identify the types of strategies currently used within education to facilitate effective KT for the wide range of health professionals who may be involved in the care of people with dementia, plus explore enablers and barriers to KT in this context. METHODS From 76 articles identified in academic databases and manual bibliographic searching, 22 met review criteria. RESULTS The literature synthesis indicated four hallmarks of successful KT-oriented dementia education for health professionals: (1) multimodal delivery, (2) tailored approaches, (3) relationship building, and (4) organizational support for change in the work setting. Participatory action frameworks were also favored, based on interactive knowledge exchange (eg, blended learning) rather than passive unidirectional approaches alone (eg, lectures). DISCUSSION The following six principles are proposed for educating health professionals in dementia care: (1) Match the education strategy to the KT goal and learner preferences; (2) Use integrated multimodal learning strategies and provide opportunities for multiple learning exposures plus feedback; (3) Build relationships to bridge the research-practice gap; (4) Use a simple compelling message with formats and technologies relevant to the audience; (5) Provide incentives to achieve KT goals; and (6) Plan to change the workplace, not just the individual health professional.
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Affiliation(s)
- Lyn Phillipson
- Dr. Phillipson: Senior Lecturer, Centre for Health Initiatives and School of Health and Society, Faculty of Social Sciences, University of Wollongong, NSW, Australia. Dr. Reis: Research Fellow, Centre for Health Initiatives and School of Health and Society, Faculty of Social Sciences, University of Wollongong, NSW, Australia. Dr. Goodenough: Associate Professor and Manager, Knowledge Translation Program, Dementia Training Study Centre (NSW/ACT), University of Wollongong, NSW, Australia. Dr. Fleming: Professor and Director, Dementia Training Study Centre (NSW/ACT), University of Wollongong, NSW, Australia
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Henderson S, Dalton M, Cartmel J. Using Interprofessional Learning for Continuing Education: Development and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians. J Contin Educ Health Prof 2016; 36:211-217. [PMID: 27583998 DOI: 10.1097/ceh.0000000000000093] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
INTRODUCTION Health professionals may be expert clinicians but do not automatically make effective teachers and need educational development. In response, a team of health academics at an Australian university developed and evaluated the continuing education Graduate Certificate in Health Professional Education Program using an interprofessional learning model. METHODS The model was informed by Collins interactional expertise and Knowles adult learning theories. The team collaboratively developed and taught four courses in the program. Blended learning methods such as web-based learning, face-to-face workshops, and online discussion forums were used. Twenty-seven multidisciplinary participants enrolled in the inaugural program. Focus group interview, self-report questionnaires, and teacher observations were used to evaluate the program. RESULTS Online learning motivated participants to learn in a collaborative virtual environment. The workshops conducted in an interprofessional environment promoted knowledge sharing and helped participants to better understand other discipline roles, so they could conduct clinical education within a broader health care team context. Work-integrated assessments supported learning relevance. The teachers, however, observed that some participants struggled because of lack of computer skills. DISCUSSION Although the interprofessional learning model promoted collaboration and flexibility, it is important to note that consideration be given to participants who are not computer literate. We therefore conducted a library and computer literacy workshop in orientation week which helped. An interprofessional learning environment can assist health professionals to operate outside their "traditional silos" leading to a more collaborative approach to the provision of care. Our experience may assist other organizations in developing similar programs.
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Affiliation(s)
- Saras Henderson
- Dr. Henderson: Associate Professor and Director, Health Professional Education, School of Nursing and Midwifery, Griffith University, Logan, Australia, and Menzies Health Institute, Queensland, Australia. Dr. Dalton: Deputy Dean, Learning and Teaching, School of Human, Health and Social Sciences, CQ University Rockhampton, Queensland, Australia. Dr. Cartmel: Senior Lecturer, School of Human Services and Social Work, Griffith University, Logan, Australia, and Menzies Health Institute, Queensland, Australia
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Burns K. Raising the bar in feline medicine. AAFP reaches out with Cat Friendly Practice program, continuing education, other resources. J Am Vet Med Assoc 2015; 247:1203-1204. [PMID: 26925481] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
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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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Frantz JM, Bezuidenhout J, Burch VC, Mthembu S, Rowe M, Tan C, Van Wyk J, Van Heerden B. The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study. BMC Med Educ 2015; 15:28. [PMID: 25879491 PMCID: PMC4403756 DOI: 10.1186/s12909-015-0320-7] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.7] [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: 03/18/2014] [Accepted: 02/19/2015] [Indexed: 05/09/2023]
Abstract
BACKGROUND In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development programme aimed at enhancing the academic and research capacity of health professions educators working in sub-Saharan Africa. This two-year programme, a combination of residential and distance learning activities, focuses on developing the leadership, project management and programme evaluation skills of participants as well as teaching the key principles of health professions education-curriculum design, teaching and learning and assessment. Participants also gain first-hand research experience by designing and conducting an education innovation project in their home institutions. This study was conducted to determine the perceptions of participants regarding the personal and professional impact of the SAFRI programme. METHODS A retrospective document review, which included data about fellows who completed the programme between 2008 and 2011, was performed. Data included fellows' descriptions of their expectations, reflections on achievements and information shared on an online discussion forum. Data were analysed using Kirkpatrick's evaluation framework. RESULTS Participants (n=61) came from 10 African countries and included a wide range of health professions educators. Five key themes about the impact of the SAFRI programme were identified: (1) belonging to a community of practice, (2) personal development, (3) professional development, (4) capacity development, and (5) tools/strategies for project management and/or advancement. CONCLUSION The SAFRI programme has a positive developmental impact on both participants and their respective institutions.
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Affiliation(s)
- José M Frantz
- Faculty of Community and Health Sciences, University of the Western Cape, Bellville, South Africa.
| | - Juanita Bezuidenhout
- Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, South Africa.
| | - Vanessa C Burch
- Department of Medicine, Faculty of Health Sciences, University of Cape Town, Rondebosch, South Africa.
| | - Sindi Mthembu
- KwaZulu-Natal College of Nursing, Pietermaritzburg, KwaZulu-Natal, South Africa.
| | - Michael Rowe
- Faculty of Community and Health Sciences, University of the Western Cape, Bellville, South Africa.
| | - Christina Tan
- Medical Education & Research Development Unit, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia.
| | - Jacqueline Van Wyk
- College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa.
| | - Ben Van Heerden
- Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, South Africa.
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Reid J. Certificationizing continuing education. Radiol Technol 2015; 86:338-340. [PMID: 25756105] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
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Agodi A, Auxilia F, Brusaferro S, Chiesa R, D'Alessandro D, D'Errico MM, Finzi G, Meledandri M, Mongardi M, Montagna MT, Mura I, Orsi GB, Pasquarella C, Signorelli C, Zarrilli R. [Education and training in patient safety and prevention and control of healthcare associated infections]. Epidemiol Prev 2014; 38:153-157. [PMID: 25759361] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Affiliation(s)
| | | | | | | | | | | | | | | | | | | | | | | | - Cesira Pasquarella
- Dipartimento di scienze biomediche, biotecnologiche e traslazionali, Università degli studi di Parma.
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Tran D, Tofade T, Thakkar N, Rouse M. US and international health professions' requirements for continuing professional development. Am J Pharm Educ 2014; 78:129. [PMID: 25147401 PMCID: PMC4140495 DOI: 10.5688/ajpe786129] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.4] [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: 10/09/2013] [Accepted: 01/22/2014] [Indexed: 05/26/2023]
Abstract
There is not a comprehensive global analysis of continuing professional development (CPD) and continuing education (CE) in the major health professions in published literature. The aim of this article is to summarize findings from the US and international literature on CPD and CE practices in the health professions, comparing the different requirements and frameworks to see what similarities and challenges exist and what the future focus should be for the pharmacy profession. A literature review was conducted on CPD and CE in selected health professions, namely pharmacy, medicine, nursing, ophthalmology, dentistry, public health, and psychology. Over 300 papers from the health professions were retrieved and screened. Relevant articles based on the abstracts and introductions were summarized into tabular form by profession, minimum requirements for licensure, nature of credits, guidelines on how to record CE and CPD activities, and specific CE and CPD definitions. Wide variations exist among the health professions. Lessons learned from this information can be used to further clarify and define the role of CE and CPD and self-directed lifelong learning in pharmacy and the health professions.
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Affiliation(s)
- Deanna Tran
- School of Pharmacy, University of Maryland, Baltimore, Maryland
| | - Toyin Tofade
- School of Pharmacy, University of Maryland, Baltimore, Maryland
| | | | - Michael Rouse
- Accreditation Council for Pharmacy Education, Chicago, Illinois
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Persoon M. [Knowledge sharing with the Interprofessional Consultation Veterinarians]. Tijdschr Diergeneeskd 2014; 139:38-40. [PMID: 25090901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
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Haneveld JK. [Intervision of Boehringer Ingelheim ready for accreditation]. Tijdschr Diergeneeskd 2014; 139:42. [PMID: 25090903] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
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Leyland A, Bond K. Working in collaboration to achieve UNICEF baby friendly accreditation. Pract Midwife 2014; 17:26-28. [PMID: 25109073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Effective training and education of health professionals is required to ensure that women receive the best education, support and advice to breastfeed (National Institute of Health and Care Excellence (NICE) 2006). In England it has been recommended that purchasing authorities should incorporate UNICEF standards into their commissioning plans (NICE 2006), thereby embedding the evidence into mainstream health and social services. Whilst many university programmes are underpinned with UNICEF standards, relatively few universities have achieved full accreditation in the UK (UNICEF 2009).
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Haneveld JK. [VetCEE-label for continuing education at a high level]. Tijdschr Diergeneeskd 2014; 139:48. [PMID: 24765918] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
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