Continuing medical education and continuing professional development: international comparisons.
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ABSTRACT:
SUBMITTER: Peck C
PROVIDER: S-EPMC1117549 | biostudies-literature | 2000 Feb
REPOSITORIES: biostudies-literature
Publications
Continuing medical education and continuing professional development: international comparisons.
Peck C C McCall M M McLaren B B Rotem T T
BMJ (Clinical research ed.) 20000201 7232
Similar Datasets
Project description:The Cologne Consensus Conference 2015 has focused on "Providers in accredited CME[continuing medical education]/CPD [continuing professional development]". As an outcome of the CCC 2015, the authors of this paper, who were part of the faculty, propose a contemporary definition of the roles and responsibilities of stakeholders involved in the different stages of planning, delivery and evaluation of CME/CPD.
| S-EPMC5843046 | biostudies-literature
Project description:The aims of this assessment were to describe the requirements for European physicians to engage in CME/CPD; explore perceptions of their CME/CPD systems; interprofessional continuing education (IPCE) and independent CME/CPD and provide recommendations that may be adopted to improve quality and effectiveness. This assessment used a mixed-methods approach that included 1:1 interviews with in-country subject matter experts (SMEs) and an electronic survey capturing qualitative and quantitative data from practicing in-country physicians. Our analysis reflects countries with CME/CPD systems that are quite mature when compared to other areas of the world. Almost all the European countries have CME/CPD systems that are professionally self-regulated and have implemented policies or laws to limit the influence of pharmaceutical or device companies over content in CME/CPD. Several countries have incorporated a learning sciences framework into their systems, including self-assessment/self-reflection and evaluation of professional practice gaps. Overall quality of CME/CPD systems was described as high, with education focused on knowledge and practice change. Opportunities for improvement are focused on increasing innovation, improving transparency and consistency, and decreasing administrative burdens. About half the countries have and support IPCE, which is likely also a marker of a more mature CME/CPD system. This mixed-method assessment demonstrates that the CME/CPD systems in the 15 European countries reflect elements of mature systems globally. Physician participation is mandated or strongly encouraged and supported. Physicians have access to a wide variety of opportunities to participate in CME/CPD, and they do participate even if not required by regulation. There are mechanisms to ensure the quality of CME/CPD even when pharmaceutical or device companies are permitted to provide education. Suggestions for improvement focus on quality and not basic elements of structure.
| S-EPMC11619014 | biostudies-literature
Project description:In Europe, there are currently some 30 different jurisdictions and no overarching legislation regarding CME-CPD accreditation, since legislative competency related to national health-care systems lies with national authorities. Thus, public demonstration of professional agreement regarding the principles, rules and practice of CME-CPD as well as its accreditation is a highly desirable professional and political objective in Europe, where free movement and freedom to offer professional (medical) services is a key feature of the EU vision of the single market. The newly formed association of independent European accreditors, Continuing Medical Education - European Accreditors (CME-EA) is committed to offering a platform for dialogue between individuals and organisations involved in definition of professional codes in general, and accreditation of CME-CPD in particular on the national level. The aim is to reach a European consensus on principles and rules applied in planning and delivery of CME-CPD. This includes consensus on constituent characteristics of accreditors as well as principles and practice of accreditation.
| S-EPMC6129779 | biostudies-literature
Project description:The aims of this assessment were to describe the requirements for physicians to engage in CME/CPD; explore perceptions of in-country SMEs of their CME/CPD systems; describe perceptions of in-country physicians about interprofessional continuing education (IPCE) and independent CME/CPD; and provide recommendations that may be adopted to improve quality and effectiveness. An assessment of CME/CPD systems in the Middle East and North Africa was conducted using a mixed-methods approach that included 1:1 interviews with in-country SMEs and an electronic survey capturing qualitative and quantitative data from practicing in-country physicians. The results of this assessment were strongly influenced by Egypt and Israel in the Middle East, and Algeria and Morocco in North Africa. The CME/CPD systems demonstrate wide variation from absent/immature systems to robust/mature systems. Strategies to improve the quality of the CME/CPD systems range from implementing basic standards in North Africa to evaluating the impact of CME/CPD in practice in the Middle East. The maturity of CME/CPD systems seems to affect physician awareness, independence from the influence of pharmaceutical companies over education, and IPCE, with more mature systems having a positive relationship to awareness, independence and engagement in IPCE. Maturity of CME/CPD systems is less tied to physician perceptions of value of CME/CPD, hours of participation, perceptions of what is missing from current systems, and preferred formats of education.
| S-EPMC11626866 | biostudies-literature
Project description:Producing high-quality and engaging educational videos for continuing medical education (CME) is traditionally time-consuming and costly. Generative AI tools have shown promise in creating synthetic videos that mimic traditional lecture videos. We conducted a comparative analysis of four AI video generation platforms HeyGen, Synthesia, Colossyan, and HourOne using the Kano model. Our analysis revealed that HeyGen met most of our requirements. We created two videos and collected feedback from 25 learners. The feedback indicated that the videos were of good quality, engaging, and well-paced for learning. Only 32% recognised the videos as AI-generated, citing limited facial expressions, hand gestures and monotone vocal expression. Importantly, only 24% considered disclosure of AI-generated content necessary. This research indicates that AI-generated videos can be a viable alternative to traditionally produced educational videos. It offers an efficient, cost-effective solution for producing educational content. Ethical considerations regarding AI content disclosure should be addressed to maintain transparency.
| S-EPMC11626865 | biostudies-literature
Project description:BackgroundContinuing professional development (CPD) is required for health workers in practice to update knowledge and skills regularly to match the changing complexity of healthcare needs. The objective of this study was to identify the training needs of Medical Laboratory professionals in Ethiopia.MethodsA total of 457 medical laboratory professionals from five regions and two city administrations were involved in the study. Data were collected from August 02 to 21, 2021 with structured self-administered online tool with five-point Likert scale. The tool had consent, demography, cross-cutting issues, and main activity area specific to medical laboratory.ResultsMajority of the participants were male (80.1%). Participants from Amhara region 110 (24.1%) were the largest groups in the survey followed by Oromia 105 (23%) and Addis Ababa 101 (22.1%). The study participants comprised 54.7% with a bachelor's degree, 31.3% with a diploma (associate degree), and 14% with a master's degree. The participants had varying years of service, ranging from less than one year to over 10 years of experience. Most of the participants work as generalists (24.1%) followed by working in microbiology (17.5%) and parasitology (16%). The majority (96.9%) were working in a public sector or training institutions and the rest were employed in the private sector. Our study showed that the three most important topics selected for training in the cross-cutting health issues were health and emerging technology, computer skills and medico-legal issues. Topics under microbiology, clinical chemistry and molecular diagnostics were selected as the most preferred technical areas for training. Participants have also selected priority topics under research skill and pathophysiology. When the laboratory specific issues were regrouped based on areas of application as technical competence, research skill and pathophysiology, thirteen topics under technical competence, four topics under research skill and three topics under pathophysiology were picked as priority areas.ConclusionIn conclusion, our study identified that CPD programs should focus on topics that address technical competence in microbiology, clinical chemistry and molecular diagnostics. Additionally competencies in research skill and updating knowledge in pathophysiology should also receive due attention in designing trainings.
| S-EPMC10283226 | biostudies-literature
Project description: Not available
| S-EPMC10881413 | biostudies-literature
Project description: Not available
| S-EPMC6921165 | biostudies-literature
Project description:ObjectivesAttending professional continuing education (CE) is an important component of librarianship. This research study identified librarians' preferences in delivery modalities of instruction for professional CE. The study also identified influential factors associated with attending CE classes.MethodsFive instruction-delivery modalities and six influential factors were identified for inclusion in an online survey. The survey completed by members of the American Library Association (ALA), Special Libraries Association (SLA), and Medical Library Association (MLA) provided the data for analysis of librarian preferences and influential factors.ResultsThe majority of respondents were MLA members, followed by ALA and SLA members. Librarians from all three library associations preferred the face-to-face instructional modality. The most influential factor associated with the decision to attend a professional CE class was cost.ConclusionsAll five instruction-delivery modalities present useful structures for imparting professional CE. As librarians' experience with different modalities increases and as technology improves, preferences in instruction delivery may shift. But at present, face-to-face remains the most preferred modality. Based on the results of this study, cost was the most influential factor associated with attending a CE class. This may change as additional influential factors are identified and analyzed in future studies.
| S-EPMC2801962 | biostudies-literature
Project description:BackgroundShared decision-making is not widely implemented in healthcare. We aimed to set a research agenda about promoting shared decision-making through continuing professional development.MethodsThirty-six participants met for two days.ResultsParticipants suggested ways to improve an environmental scan that had inventoried 53 shared decision-making training programs from 14 countries. Their proposed research agenda included reaching an international consensus on shared decision-making competencies and creating a framework for accrediting continuing professional development initiatives in shared decision-making.ConclusionsVariability in shared decision-making training programs showcases the need for quality assurance frameworks.
| S-EPMC3154854 | biostudies-literature