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Journal of Continuing Education in the Health Professions

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https://www.readbyqxmd.com/read/29933264/we-matter-too-addressing-the-wellness-of-program-coordinators-in-graduate-medical-education
#1
Alana M Ewen, Paula M Gardiner, Sandra Palma, Kathryn Whitley, Jeffrey I Schneider
INTRODUCTION: Burnout and stress in medical settings have been associated with despondent staff and decreased productivity. Although Program Coordinators (PCs) play an integral role in residency training programs, there exist few, if any, interventions aimed at addressing their burnout. METHODS: A longitudinal study design was used to evaluate data from residency/fellowship training PCs who participated in a wellness retreat held at a single institution in August 2016...
June 21, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29933263/implementation-of-a-flipped-classroom-for-nuclear-medicine-physician-cme
#2
Aparna Komarraju, Twyla B Bartel, Lisa A Dickinson, Frederick D Grant, Tracy L Yarbrough
INTRODUCTION: Increasingly, emerging technologies are expanding instructional possibilities, with new methods being adopted to improve knowledge acquisition and retention. Within medical education, many new techniques have been employed in the undergraduate setting, with less utilization thus far in the continuing medical education (CME) sphere. This paper discusses the use of a new method for CME-the "flipped classroom," widely used in undergraduate medical education. This method engages learners by providing content before the live ("in class") session that aids in preparation and fosters in-class engagement...
June 21, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29944482/critical-friends-health-professionals-experiences-of-collegial-feedback-in-a-clinical-setting
#3
Elisabeth Carlson, Frida Nygren, Anne Wennick
INTRODUCTION: A critical friend is a trusted person who asks provocative questions, provides data to be examined through another lens, and offers critique of a person's work as part of collegial feedback. However, empirical evidence presenting the use of collegial feedback to develop health professionals' competence in clinical settings seems to be scarce. The aim of this study was to explore health professionals' experiences of observing each other as critical friends in a clinical setting, as part of a continuous professional development initiative...
June 13, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29794548/motivational-profiles-and-motivation-for-lifelong-learning-of-medical-specialists
#4
Stéphanie M E van der Burgt, Rashmi A Kusurkar, Janneke A Wilschut, Sharon L N M Tjin A Tsoi, Gerda Croiset, Saskia M Peerdeman
INTRODUCTION: Medical specialists face the challenge of maintaining their knowledge and skills and continuing professional development, that is, lifelong learning. Motivation may play an integral role in many of the challenges facing the physician workforce today including maintenance of a high performance. The aim of this study was to determine whether medical specialists show different motivational profiles and if these profiles predict differences in motivation for lifelong learning...
May 22, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29746322/value-of-collaboration-with-standardized-patients-and-patient-facilitators-in-enhancing-reflection-during-the-process-of-building-a-simulation
#5
Claire Stanley, Sally Lindsay, Kathryn Parker, Anne Kawamura, Mohammad Samad Zubairi
INTRODUCTION: We previously reported that experienced clinicians find the process of collectively building and participating in simulations provide (1) a unique reflective opportunity; (2) a venue to identify different perspectives through discussion and action in a group; and (3) a safe environment for learning. No studies have assessed the value of collaborating with standardized patients (SPs) and patient facilitators (PFs) in the process. In this work, we describe this collaboration in building a simulation and the key elements that facilitate reflection...
May 9, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29851718/critical-analysis-of-evidence-about-the-impacts-of-faculty-development-in-systematic-reviews-a-systematic-rapid-evidence-assessment
#6
Mark Newman, Scott Reeves, Simon Fletcher
INTRODUCTION: Faculty Development (FD) encompasses a range of learning activities undertaken to prepare clinical teachers for their various roles as educators, leaders, and scholars. This article presents the findings of a systematic rapid evidence assessment that aimed to investigate the impact of FD on clinical teachers. METHODS: We searched the published and gray literature for systematic reviews of FD to identify evidence to help inform judgments about which kinds of FD activities are effective for which groups of clinical teachers...
April 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29851717/a-guide-for-planning-and-implementing-successful-mental-health-educational-programs
#7
Thiago Blanco-Vieira, Fernando Augusto da Cunha Ramos, Edith Lauridsen-Ribeiro, Marcos Vinícius Vieira Ribeiro, Elisa Andrade Meireles, Brunno Araújo Nóbrega, Sonia Maria Motta Palma, Maria de Fátima Ratto, Sheila Cavalcante Caetano, Wagner Silva Ribeiro, Maria Conceição do Rosário
INTRODUCTION: Considering the global burden of mental disorders, there is a worldwide need to improve the quality of mental health care. In order to address this issue, a change in how health care professionals are trained may be essential. However, the majority of the few reports published on this field's training programs do not discuss the characteristics associated with the success or failure of these strategies. The purpose of this review was to systematically examine the literature about mental health training programs designed for health care professionals in order to identify the relevant factors associated with their effective implementation...
April 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29851716/preparing-interprofessional-faculty-to-be-humanistic-mentors-for-medical-students-the-gw-gold-mentor-development-program
#8
Benjamin Blatt, Margaret M Plack, Samuel J Simmens
INTRODUCTION: The GW-Gold Humanistic Mentor Development Program addresses the challenge faced by medical schools to educate faculty to prepare students for humanistic practice. Grounded in Branch's Teaching Professional and Humanistic Values model, the program prepares interprofessional faculty mentoring teams in humanistic communities of practice. The teams consist of physician-psychosocial professional pairs, each mentoring a small student group in their professional development course...
April 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29851715/making-the-most-of-continuing-medical-education-evidence-of-transformative-learning-during-a-course-in-evidence-based-medicine-and-decision-making
#9
Randi G Sokol, Allen F Shaughnessy
INTRODUCTION: Continuing medical information courses have been criticized for not promoting behavior change among their participants. For behavior change to occur, participants often need to consciously reject previous ideas and transform their way of thinking. Transformational learning is a process that cultivates deep emotional responses and can lead to cognitive and behavioral change in learners, potentially facilitating rich learning experiences and expediting knowledge translation...
April 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29794549/tips-on-collecting-presenting-and-statistically-analyzing-data-strategies-for-avoiding-reviewer-criticisms-in-education-and-practice-improvement-research
#10
John R Kues
No abstract text is available yet for this article.
April 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29782368/tiny-moments-matter-promoting-professionalism-in-everyday-practice
#11
Elizabeth C Bernabeo, Benjamin Chesluk, Lorna Lynn
INTRODUCTION: Professionalism rests upon a number of individual, environmental, and societal level factors, leading to specific professional behavior in specific situations. Focusing on professional lapses to identify and remediate unprofessional physicians is incomplete. We explored professionalism in practicing internal medicine physicians in the context of everyday practice, to highlight how typical experiences contribute to positive, yet often unnoticed, professional behavior. METHODS: In-depth interviews were used to uncover 13 physicians' most meaningful experiences of professionalism...
April 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29782367/jcehp-editorial-board-and-the-quality-assurance-of-scholarly-work
#12
Simon Kitto
No abstract text is available yet for this article.
April 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29624521/development-and-pilot-testing-of-a-measure-of-potential-barriers-and-facilitators-to-the-use-of-a-standardized-assessment-tool
#13
Priscilla Lam Wai Shun, Carolina Bottari
INTRODUCTION: Standardized assessment tools (SATs) are essential to evidence-based assessment practices. Identifying what impedes clinicians' use of a SAT can help tailor strategies promoting its use in clinical practice. This article presents the development of the "Measure of potential barriers and facilitators to the Use of a Standardized assessment Tool (MUST)" questionnaire. Preliminary findings are also reported from pilot testing in which the MUST was used to investigate occupational therapists' (OTs) perceptions of potential barriers and facilitators to the use of the Activities of Daily Living Profile (ADL Profile), a SAT evaluating independence in everyday activities of cognitively impaired adults...
April 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29505486/adapting-the-consolidated-framework-for-implementation-research-to-create-organizational-readiness-and-implementation-tools-for-project-echo
#14
Eva Serhal, Amanda Arena, Sanjeev Sockalingam, Linda Mohri, Allison Crawford
The Project Extension for Community Healthcare Outcomes (ECHO) model expands primary care provider (PCP) capacity to manage complex diseases by sharing knowledge, disseminating best practices, and building a community of practice. The model has expanded rapidly, with over 140 ECHO projects currently established globally. We have used validated implementation frameworks, such as Damschroder's (2009) Consolidated Framework for Implementation Research (CFIR) and Proctor's (2011) taxonomy of implementation outcomes, combined with implementation experience to (1) create a set of questions to assess organizational readiness and suitability of the ECHO model and (2) provide those who have determined ECHO is the correct model with a checklist to support successful implementation...
April 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29461308/interprofessional-communities-of-practice-in-continuing-medical-education-for-promoting-and-sustaining-practice-change-a-prospective-cohort-study
#15
Megan Barker, Julia Lecce, Anna Ivanova, Laurie Zawertailo, Rosa Dragonetti, Peter Selby
INTRODUCTION: Standard knowledge delivery formats for CME may have limited impact on long-term practice change. A community of practice (CoP) is one tool that may enhance competencies and support practice change. This study explores the utility of an interprofessional CoP as an adjunct to a CME program in tobacco addiction treatment (Training Enhancement in Applied Counselling and Health [TEACH] Project) to promote and sustain practice change. METHODS: A prospective cohort design was utilized to examine the long-term impact of the TEACH CoP on practice change...
April 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29369269/developing-a-web-platform-to-support-a-community-of-practice-a-mixed-methods-study-in-pediatric-physiotherapy
#16
Gabrielle Pratte, Karen Hurtubise, Lisa Rivard, Jade Berbari, Chantal Camden
INTRODUCTION: Web platforms are increasingly used to support virtual interactions between members of communities of practice (CoP). However, little is known about how to develop these platforms to support the implementation of best practices for health care professionals. The aim of this article is to explore pediatric physiotherapists' (PTs) perspectives regarding the utility and usability of the characteristic of a web platform developed to support virtual communities of practice (vCoP)...
January 19, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29369268/innovative-multimodal-training-program-for-family-physicians-leads-to-positive-outcomes-among-their-hiv-positive-patients
#17
Helen Kang, Zishan Cui, Jason Tzu Nien Chia, Amanda Khorsandi Zardoshti, Rolando Barrios, Viviane Dias Lima, Silvia Guillemi
CME programs can increase physicians' uptake and adherence to clinical guidelines for chronic diseases. We developed an intensive multimodal training program for family physicians to increase their competency in the management and treatment of HIV, through group learning and via close interactions with expert clinicians in HIV. We trained 51 physicians from September 2010 to June 2015 and compared their adherence to clinical guidelines 1 year before and 1 year after the program. We observed significant increases in the physicians' HIV-related clinical competencies, in accordance with clinical guidelines, and an increase in the number of HIV-positive patients seen by these physicians and the number of combination antiretroviral therapies prescribed by these physicians...
January 19, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29369267/advancing-professional-development-through-a-community-of-practice-the-new-england-network-for-faculty-affairs
#18
Christine M Power, Luanne E Thorndyke, Robert J Milner, Kathleen Lowney, Charles G Irvin, Zoe Fonseca-Kelly, Emelia J Benjamin, Robina M Bhasin, Maureen T Connelly
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...
January 18, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29517614/project-echo-a-telementoring-network-model-for-continuing-professional-development-erratum
#19
(no author information available yet)
No abstract text is available yet for this article.
January 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29517613/assessment-of-interprofessional-team-collaboration-scale-aitcs-further-testing-and-instrument-revision
#20
Carole Orchard, Linda L Pederson, Emily Read, Cornelia Mahler, Heather Laschinger
INTRODUCTION: The need to be able to assess collaborative practice in health care teams has been recognized in response to the direction for team-based care in a number of policy documents. The purpose of this study is to report on further refinement of such a measurement instrument, the Assessment of Interprofessional Team Collaboration Scale (AITCS) first published in 2012. To support this refinement, two objectives were set: Objective 1: to determine whether the items from the data collected in 2016 load on the same factors as found for the 2012 version of the 37-item AITCS...
January 2018: Journal of Continuing Education in the Health Professions
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