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Journal of Continuing Education in the Health Professions

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https://www.readbyqxmd.com/read/30394937/physicians-as-teachers-and-lifelong-learners
#1
Mao Ding, Oksana Babenko, Sudha Koppula, Anna Oswald, Jonathan White
INTRODUCTION: Lifelong learning requires sustained motivation for learning. Employing a motivational theory framework, we investigated the relationships of psychological need satisfaction, clinical teaching involvement, and lifelong learning of physicians at different career stages and in various medical specialties. We also examined the associations of physician lifelong learning with stress, burnout, teaching enjoyment, and life satisfaction, all of which are essential for physician well-being and, ultimately, for the provision of quality patient care...
October 29, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/30394936/bridging-continuing-medical-education-and-quality-improvement-efforts-a-qualitative-study-on-a-health-care-system-in-the-kingdom-of-saudi-arabia
#2
Wid Alsabban, Simon Kitto
INTRODUCTION: There have been initial efforts to link continuing medical education (CME), quality improvement (QI), and patient safety in North America. However, limited empirical research has been performed to characterize the relationship and integration between CME and QI/patient safety in the Kingdom of Saudi Arabia (KSA). To explore health care leaders' perceptions and experiences of collaboration between the CME department (CME-D) and the quality management administration (QMA), we conducted an exploratory qualitative study at a large governmental health care center named [blinded for peer review] in [blinded for peer review], KSA...
October 29, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/30346339/physicians-perceptions-of-psychological-safety-and-peer-performance-feedback
#3
Renée A Scheepers, Myra van den Goor, Onyebuchi A Arah, Maas Jan Heineman, Kiki M J M H Lombarts
INTRODUCTION: For continuous professional development, it is imperative that physicians regularly receive performance feedback from their peers. Research shows that professionals are more proactive in learning and knowledge sharing with peers in teams with more psychological safety. Psychological safety has however not been studied in relation to peers' performance feedback. This study investigated the association between physicians' perceptions of psychological safety and performance feedback received from their peers...
October 16, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/30346338/virtual-educational-outreach-intervention-in-primary-care-based-on-the-principles-of-academic-detailing
#4
Laura-Mae Baldwin, Michael A Fischer, Jennifer Powell, Erika Holden, Leah Tuzzio, Lyle J Fagnan, Jeff Hummel, Michael L Parchman
No abstract text is available yet for this article.
October 16, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/30346337/data-and-lifelong-learning-protocol-understanding-cultural-barriers-and-facilitators-to-using-clinical-performance-data-to-support-continuing-professional-development
#5
David Wiljer, Walter Tavares, Maria Mylopoulos, Craig Campbell, Rebecca Charow, Dave Davis, Allan Okrainec, Ivan Silver, Sanjeev Sockalingam
Continuing professional development (CPD) can support delivery of high-quality care, but may not be optimized until we can understand cultural barriers and facilitators, especially as innovations emerge. Lifelong learning (LLL), linked with quality improvement, competence, and professionalism, is a core competency in medical education. The purpose of this study is to examine cultural factors (individual, organizational, and systemic) that influence CPD and specifically the use of clinical data to inform LLL and CPD activities...
October 16, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/30204641/improving-charting-skills-of-physicians-in-monitored-practice
#6
Elizabeth Wenghofer, Peter Boal, Nathanial Floyd, Joan Lee, Robert Woodard, William Norcross
INTRODUCTION: The Physician Enhancement Program (PEP) is an in-practice monitoring program for physicians with potential dyscompetency issues. One component of PEP is a monthly chart audit. The purpose of our study was to determine if physicians' charting skills improve through their participation in PEP. METHODS: The sample included physicians who participated in PEP for at least 6 months regardless of specialization, age, or gender (n = 77). PEP chart audits evaluate seven different aspects of chart and care quality, including legibility, organization, history, assessment/formulation, treatment, physical examination, and overall chart quality...
August 30, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/30169379/assessment-and-change-an-exploration-of-documented-assessment-activities-and-outcomes-by-canadian-psychiatrists
#7
Jocelyn M Lockyer, Sanjeev Sockalingam, Craig Campbell
INTRODUCTION: Fellows of the Royal College of Physicians and Surgeons of Canada are required to participate in assessment activities for all new 5-year cycles beginning on or after January 2014 to meet the maintenance of certification program requirements. This study examined the assessment activities which psychiatrists reported in their maintenance of certification e-portfolios to determine the types and frequency of activities reported; the resultant learning, planned learning, and/or changes to the practice they planned or implemented; and the interrelationship between the types of assessment activities, learning that was affirmed or planned, and changes planned or implemented...
August 28, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/30157152/validation-of-multisource-feedback-in-assessing-medical-performance-a-systematic-review
#8
Sebastian Stevens, James Read, Rebecca Baines, Arunangsu Chatterjee, Julian Archer
INTRODUCTION: Over the past 10 years, a number of systematic reviews have evaluated the validity of multisource feedback (MSF) to assess and quality-assure medical practice. The purpose of this study is to synthesize the results from existing reviews to provide a holistic overview of the validity evidence. METHODS: This review identified eight systematic reviews evaluating the validity of MSF published between January 2006 and October 2016. Using a standardized data extraction form, two independent reviewers extracted study characteristics...
August 27, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/30036213/gatekeeper-suicide-training-s-effectiveness-among-malaysian-hospital-health-professionals-a-control-group-study-with-a-three-month-follow-up
#9
Ching Sin Siau, Lei-Hum Wee, Norhayati Ibrahim, Uma Visvalingam, Lena Lay Ling Yeap, Suzaily Wahab
INTRODUCTION: There is a lack of suicide-related training in the nonpsychiatric health professional's basic education. We suggest that a continuing education through a brief gatekeeper suicide training program could be a suitable platform to improve suicide-related knowledge, self-efficacy, and attitudes. This study aimed at examining the effectiveness of the Question, Persuade, Refer gatekeeper program on improving the knowledge, self-efficacy in suicide prevention, and understanding of/willingness to help suicidal patients of Malaysian hospital health professionals...
July 19, 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/30168807/tips-on-preparing-assessment-articles-for-submission-to-jcehp
#10
Simon Kitto
No abstract text is available yet for this article.
July 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/30157157/recommendations-for-publishing-assessment-based-articles-in-jcehp
#11
Timothy J Wood
A common research study in assessment involves measuring the amount of knowledge, skills, or attitudes that participants' possess. In the continuing professional development arena, a researcher might also want to assess this information as an outcome of an educational activity. At some point, the researcher may wish to publish the results from these assessment-based studies. The goal of this commentary is to highlight common problems that could negatively influence the likelihood of an assessment-based manuscript being published...
July 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/30157156/professional-identity-formation-in-hiv-care-development-of-clinician-scholars-in-a-longitudinal-mentored-training-program
#12
Suzanne Carlberg-Racich, Cornelia M J Wagner, Salma A Alabduljabbar, Ricardo Rivero, Memoona Hasnain, Renslow Sherer, Nathan L Linsk
INTRODUCTION: The Clinician Scholars Program is designed to improve the capacity and quality of HIV care by training clinicians in underserved areas. A mentoring approach is used to deliver individualized educational opportunities over the course of a year focused on preparing clinicians to provide high-quality patient-centered HIV care. Evaluation of the program has illustrated increases in knowledge, skills, and practice behavior, yet critical domains remain unexplored, particularly the potential for the program to affect professional identity formation and networking between individual clinicians...
July 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/30157155/effectiveness-of-interventions-teaching-cross-cultural-competencies-to-health-related-professionals-with-work-experience-a-systematic-review
#13
Tobias Filmer, Britta Herbig
INTRODUCTION: Because of the increasing diversity in society, health professionals are working with patients from many different cultural backgrounds. Interventions to improve culture-specific competencies in health care have been shown to be successful. However, there is an increasing demand for continuing professional development in general cross-cultural competencies that do not focus on specific cultures. Previous reviews do not differentiate between general cross-cultural and culturally specific competencies...
July 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/30157154/health-care-simulation-in-developing-countries-and-low-resource-situations
#14
Laetitia Martinerie, Fanjandrainy Rasoaherinomenjanahary, Maxime Ronot, Pierre Fournier, Bertrand Dousset, Antoine Tesnière, Christophe Mariette, Sébastien Gaujoux, Caroline Gronnier
INTRODUCTION: Health care simulation, as a complement to traditional learning, has spread widely and seems to benefit both students and patients. The teaching methods involved in health care simulation require substantial human, logistical, and financial investments that might preclude their spread in developing countries. The aim of this study was to analyze the health care simulation experiences in developing countries. METHODS: A comprehensive literature search was performed from January 2000 to December 2016...
July 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/30157153/health-workers-knowledge-and-perceptions-on-dementia-in-skilled-nursing-homes-a-pilot-implementation-of-teepa-snow-s-positive-approach-to-care-certification-course
#15
Mary C Ehlman, Swateja Nimkar, Beth A D Nolan, Pamela Thomas, Carlos E Caballero, Teepa Snow
INTRODUCTION: A knowledge gap on caring for people with dementia exists among health workers employed in skilled nursing facilities. This article reports on knowledge gained and perceptions changed among 24 skilled nursing facility health workers who completed Teepa Snow's innovative Positive Approach to Care Certification course as a regional initiative. METHODS: This pilot study used a quasi-experiment with a one-group pretest-posttest design to assess the dementia knowledge and perceptions of health workers who participated in the course...
July 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
#16
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...
July 2018: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/29933264/we-matter-too-addressing-the-wellness-of-program-coordinators-in-graduate-medical-education
#17
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...
July 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
#18
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...
July 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
#19
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...
July 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
#20
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...
July 2018: Journal of Continuing Education in the Health Professions
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