<?xml version="1.0" encoding="utf-8"?> <rss version="2.0"> <channel> <title><![CDATA[Journal of Continuing Education in the Health Professions - Most Popular Articles]]></title> <link>https://journals.lww.com/jcehp/pages/viewallmostpopulararticles.aspx</link> <description><![CDATA[The Journal of Continuing Education in the Health Professions (JCEHP) is the official journal of the Alliance for Continuing Education in the Health Professions, the Association for Hospital Medical Education, and the Society for Academic Continuing Medical Education. The Alliance is a community of professionals dedicated to accelerating excellence in health care performance through education, advocacy, and collaboration. The Association for Hospital Medical Education develops professional education programs to enhance the knowledge and skills of CME educators/administrators and facilitates the continued development of continuing medical education as a value added educational activity that provides a positive measurable impact on the quality of health care. The Society for Academic Continuing Medical Education promotes research, evaluation, and development of effective continuing medical education intended to improve the health of North Americans.]]></description> <language>en-us</language> <lastBuildDate>Tue, 03 Dec 2024 02:34:33 -0600</lastBuildDate> <generator>Wolters Kluwer Health RSS Generator</generator> <image> <url>https://images.journals.lww.com/jcehp/XLargeThumb.00005141.DC.jpeg</url> <title><![CDATA[Journal of Continuing Education in the Health Professions - Most Popular Articles]]></title> <link>https://journals.lww.com/jcehp/pages/viewallmostpopulararticles.aspx</link> </image> <item> <link>https://journals.lww.com/jcehp/fulltext/2023/04340/addressing_the_mental_health_needs_of_inmates.6.aspx</link> <author><![CDATA[Darani, Shaheen A.; McMaster, Robert; Wolff, Elena; Bonato, Sarah; Simpson, Alexander (Sandy); Glancy, Graham; Sandhu, Kiren; Quinn, Jason]]></author> <category><![CDATA[Literature Review]]></category> <title><![CDATA[Addressing the Mental Health Needs of Inmates Through Education for Correctional Officers—A Narrative Review]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2023/04340/addressing_the_mental_health_needs_of_inmates.6.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202304340-00006.F1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: People with mental illness are overrepresented in correctional facilities. Correctional officers (COs) lack education to respond to inmates with mental illness. A review was conducted of mental health education programs for COs to identify factors related to effectiveness. Methods: Medical and criminal justice databases were searched for articles describing mental health education for COs. Studies including measurable outcomes were analyzed using an inductive analytic approach. The review adhered to Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines for scoping reviews. Data were synthesized using Moore seven levels of outcomes for continuing professional development education. Findings were grouped by curriculum content and described according to levels of outcome. Results: Of 1492 articles, 11 were included in the analysis. Six described mental health programs, two described skill-specific programs, and three described suicide prevention programs. Programs reviewed content about mental illness, practical skills, included didactic and experiential teaching. The programs achieved level 5 on Moore taxonomy. Programs led to improvements in knowledge, skills, and attitudes among officers; however, improvements declined post-training. Officers were receptive to facilitators with correctional or lived mental health experience. Experiential teaching was preferred. Common themes related to programs' effectiveness included applicability to COs, information retention, program facilitators, and teaching methods. Discussion: There is limited, but positive literature suggesting that education programs are beneficial. The decline in improvements suggests need to ensure sustainability of improvements. This review can guide the planning of future education programs for COs based on continuing professional development best practices.]]></description> <pubDate>Thu, 16 Mar 2023 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 43(4):247-253, October 2023. doi: 10.1097/CEH.0000000000000484]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202304340-00006</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2023/04341/advancing_curriculum_development_and_design_in.2.aspx</link> <author><![CDATA[Agic, Branka; Fruitman, Howard; Maharaj, Asha; Taylor, Jessica; Ashraf, Aamna; Henderson, Joanna; Ronda, Natalia; McKenzie, Kwame; Soklaridis, Sophie; Sockalingam, Sanjeev]]></author> <category><![CDATA[Forum]]></category> <title><![CDATA[Advancing Curriculum Development and Design in Health Professions Education: A Health Equity and Inclusion Framework for Education Programs]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2023/04341/advancing_curriculum_development_and_design_in.2.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202304341-00002.F1.jpeg" border="0" align ="left" alt="image"/></a>The COVID-19 pandemic has exacerbated pre-existing health inequities in vulnerable and marginalized patient populations. Continuing professional development (CPD) can be a critical driver of change to improve quality of care, health inequities, and system change. In order for CPD to address these disparities in care for patient populations most affected in the health care system, CPD programs must first address issues of equity and inclusion in their education development and delivery. Despite the need for equitable and inclusive CPD programs, there remains a paucity of tools and frameworks available in the literature to guide CPD and broader education providers on how best to develop and deliver equitable and inclusive education programs. In this article, we describe the development and application of a Health Equity and Inclusion (HEI) Framework for education and training grounded in the Analyze, Design, Develop, Implement, and Evaluate model for instructional design. Using a case example, specifically a hospital-wide trauma-informed de-escalation for safety program, we demonstrate how the HEI Framework can be applied practically to CPD programs to support equity and inclusion in the planning, development, implementation, and evaluation phases of education program delivery. The case example illustrates how the HEI Framework can be used by CPD providers to respect learner diversity, improve accessibility for all learners, foster inclusion, and address biases and stereotypes. We suggest that the HEI Framework can serve as an educational resource for CPD providers and health professions educators aiming to create equitable and inclusive CPD programs.]]></description> <pubDate>Tue, 09 Aug 2022 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 43(4S):S4-S8, October 2023. doi: 10.1097/CEH.0000000000000453]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202304341-00002</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2019/03910/tips_for_improving_the_writing_and_reporting.10.aspx</link> <author><![CDATA[Horsley, Tanya]]></author> <category><![CDATA[Methodology]]></category> <title><![CDATA[Tips for Improving the Writing and Reporting Quality of Systematic, Scoping, and Narrative Reviews]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2019/03910/tips_for_improving_the_writing_and_reporting.10.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-201903910-00010.T1.jpeg" border="0" align ="left" alt="image"/></a>Abstract: The evidence base in health professions education continues to accumulate at an unprecedented rate. Summaries of evidence in the form of scoping, systematic and narrative reviews are also increasingly common. Unfortunately, many submissions go unpublished and for reasons that may be irreversible post-peer review. The goal of this commentary is to offer insights to review authors for improving the likelihood of publication success. These tips will not guarantee success; however, insights address common errors authors make along the continuum of review production that result in either requests for major revision or rejection.]]></description> <pubDate>Tue, 01 Jan 2019 00:00:00 GMT-06:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 39(1):54-57, January 2019. doi: 10.1097/CEH.0000000000000241]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-201903910-00010</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/9900/strengthening_the_chain__a_continuing_medical.119.aspx</link> <author><![CDATA[Normand, Élisabeth; Ramsey, Hannah; Mimeault, Richard; Lemay, Karen; Heroux, Diane; McDougall, Allan]]></author> <category><![CDATA[Innovations]]></category> <title><![CDATA[Strengthening the Chain: A Continuing Medical Education Program for Test Results Follow-up]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/9900/strengthening_the_chain__a_continuing_medical.119.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-990000000-00119.F1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: The Canadian Medical Protective Association (CMPA)'s Commitment to Change in Test-Results Follow-Up (CTC-TRFU) program aims to provide physicians with resources to enhance their test results follow-up systems for improved patient safety. Framed around the Transtheoretical Model, the program involves a 6-month multimodal educational intervention involving individual and group coaching sessions, action planning, and reflection surveys. Methods: This study evaluates the CTC-TRFU program's impact by analyzing survey responses and course documents, focusing on three main outcomes: physicians' perceived barriers and challenges, changes in their confidence and commitment, and implemented practice changes with perceived impact on patient safety. Participants were Canadian physicians who enrolled through the CMPA's open-access registration, with a particular emphasis on those facing challenges in test result follow-up. Results: One hundred two physicians have enrolled in the program. Of these physicians, 34 (33.3%) have successfully completed the program and 28 (27.5%) are actively enrolled. Among the 34 physicians who successfully completed the program, an overwhelming majority of 97.1% (n = 33) expressed their belief that the improvements made to their test follow-up system significantly enhance patient safety within their practice. We observed a significant increase in confidence in the robustness of the physician's follow-up system from program registration to completion (P < .001). Physicians reported catching specific missed test results (55.9%, n = 19), including various laboratory reports and diagnostic imaging like abnormal mammograms or missing MRI/CT results. Discussion: Physicians who participated in the CTC-TRFU program reported meaningful practice changes, which we believe underscores the value of comprehensive, longitudinal continuing patient safety CPD initiatives. These findings indicate the potential for future studies to explore the long-term impact of similar programs and their scalability.]]></description> <pubDate>Thu, 08 Aug 2024 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. ():10.1097/CEH.0000000000000568, May 2022. doi: 10.1097/CEH.0000000000000568]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-990000000-00119</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2024/04420/evaluating_leadership_development_competencies_of.3.aspx</link> <author><![CDATA[Henry, Ellison; Chandler, Caroline; Laux, Jeff; Noble, Cheryl C.; Corbie, Giselle; Fernandez, Claudia S. P.; Dave, Gaurav]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[Evaluating Leadership Development Competencies of Clinicians to Build Health Equity in America]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2024/04420/evaluating_leadership_development_competencies_of.3.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202404420-00003.T1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: To achieve more equitable health, health care must be grounded in an understanding of social determinants of health. Clinicians need hands-on, equity-centered training in interdisciplinary settings where they can further develop leadership skills and apply learnings in real-time. The Clinical Scholars program trained five cohorts of health care professionals in 25 leadership development competencies to contribute toward advancing health equity within the organizations and communities where they work. This study describes the self-reported ratings of three dimensions of competencies within four domains. Methods: Data from 169 Fellows were collected at three time-points during the three-year training program using Qualtrics and Research Electronic Data Captrue software. Analysis was conducted in R and included descriptive statistics, fitting a linear mixed-effects model using random intercepts, and paired-sample t tests to assess significance between baseline and endpoint ratings. Results: We found improved ratings over time for each of the three competency dimensions (knowledge, self-efficacy, use) and significant differences in ratings from baseline to endpoint, by domain (personal, interpersonal, organizational, community, and systems). Discussion: These findings support the effectiveness of an equity-centered leadership development curriculum in training health care professionals to address health challenges in their communities and organizations, thereby furthering the broader goal of achieving more equitable health for all.]]></description> <pubDate>Thu, 07 Sep 2023 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 44(2):90-96, April 2024. doi: 10.1097/CEH.0000000000000526]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202404420-00003</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2021/04120/a_unified_theoretical_framework_of_learning.9.aspx</link> <author><![CDATA[Roux, Thomas L.; Heinen, Mirjam M.; Murphy, Susan P.; Buggy, Conor J.]]></author> <category><![CDATA[Foundations]]></category> <title><![CDATA[A Unified Theoretical Framework of Learning Theories to Inform and Guide Public Health Continuing Medical Education Research and Practice]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2021/04120/a_unified_theoretical_framework_of_learning.9.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202104120-00009.T1.jpeg" border="0" align ="left" alt="image"/></a>Continuing medical education (CME) emerged at the start of the 20th century as a means of maintaining clinical competence among health care practitioners. However, evidence indicates that CME is often poorly developed and inappropriately used. Consequently, there has been increasing interest in the literature in evaluating wider contexts at play in CME development and delivery. In this article, the authors present a unified theoretical framework, grounded in learning theories, to explore the role of contextual factors in public health CME for health care practitioners. Discussion with pedagogical experts together with a narrative review of learning theories within medical and social science literature informed the framework's development. The need to consider sociocultural theories of learning within medical education restricted suitable theories to those that recognized contexts beyond the individual learner; adopted a systems approach to evaluate interactions between contexts and learner; and considered learning as more than mere acquisition of knowledge. Through a process of rigorous critical analysis, two theoretical models emerged as contextually appropriate: Biggs principle of constructive alignment and Bronfenbrenner bioecological model of human development. Biggs principle offers theoretical clarity surrounding interactive factors that encourage lifelong learning, whereas the Bronfenbrenner model expands on these factor's roles across multiple system levels. The authors explore how unification into a single framework complements each model while elaborating on its fundamental and practical applications. The unified theoretical framework presented in this article addresses the limitations of isolated frameworks and allows for the exploration of the applicability of wider learning theories in CME research.]]></description> <pubDate>Thu, 18 Mar 2021 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 41(2):130-138, April 2021. doi: 10.1097/CEH.0000000000000339]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202104120-00009</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2020/04010/a_faculty_development_model_that_promotes_success.11.aspx</link> <author><![CDATA[Sandi, Giselle; Chubinskaya, Susan]]></author> <category><![CDATA[Short Report]]></category> <title><![CDATA[A Faculty Development Model that Promotes Success of Early Career Faculty in Academic Medicine]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2020/04010/a_faculty_development_model_that_promotes_success.11.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202004010-00011.T1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Medical school offices of faculty development aim to facilitate the academic growth of junior faculty by fostering independent research, enhancing teaching skills, and bolstering career opportunities. The Rush Research Mentoring Program aims to achieve this goal at Rush University medical center by offering a broad resource armamentarium and creating an environment that fosters productive relationships between mentees and mentors. This article describes the program's structure, evaluation, outcomes, and the university vision for its future. Methods: The program's contributions to the overall success of the University were measured by scholarly productivity, intramural and extramural funding, junior faculty retention, and mentee satisfaction with the program from its inception in 2006 until 2018. Results: Over 12 years, mentees have collectively received 639 grants. Of the 130 mentees who have completed the 5-year program and transitioned to program alumni, 65% have been retained as faculty members, with 40% receiving promotions to associate professor and 5% to full professor. Mentees report frequent use of the available resources and high satisfaction with the program. Discussion: We anticipate that structured mentoring programs with institutionally supported professional development activities and strategic mentor–mentee partnerships can be successfully adopted at similar academic medical centers.]]></description> <pubDate>Wed, 01 Jan 2020 00:00:00 GMT-06:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 40(1):69-72, January 2020. doi: 10.1097/CEH.0000000000000282]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202004010-00011</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2022/04230/health_care_leaders__perspectives_on_how.3.aspx</link> <author><![CDATA[Alsiö, Åsa; Pettersson, Anna; Silén, Charlotte]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[Health Care Leaders' Perspectives on How Continuous Professional Development Can Be Promoted in a Hospital Organization]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2022/04230/health_care_leaders__perspectives_on_how.3.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202204230-00003.T1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Leaders play a central role in continuous learning processes aimed to improve health care. However, knowledge of how leaders with power and influence in hospital organizations promote the means for continuous learning in practice is scarce. This study aims to explore how key stakeholders in a hospital organization think about approaches and roles when promoting the reflective practice in small groups as means for continuous professional development in their organizations. Methods: Six key stakeholders from a regional hospital (two department directors, two ward managers, and two resident supervisors) were recruited through purposive sampling. Semi-structured interviews were conducted, and an abductive content analysis was performed. Results: In the current study, leaders stressed that cultural and structural conditions at all levels in the system were important for the practice of small-group learning. Yet, their suggested approaches referred exclusively to a limited part of the system and were directed to staff at lower hierarchical levels within their jurisdictions. Discussion: The identified gap between the suggested approaches and the claimed conditions for implementing a new strategy for continuous professional development among leaders in a health care organization illuminates difficulties in the implementation process. Providing adequate conditions at all levels of the system demands implementation approaches that include the entire hospital system. This requires that leaders first recognize their need to learn and apply a systemic perspective, and second, that they can create such learning opportunities for themselves.]]></description> <pubDate>Mon, 20 Jun 2022 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 42(3):159-163, July 2022. doi: 10.1097/CEH.0000000000000451]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202204230-00003</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2024/04420/the_emerging_role_of_reinforcement_in_the.11.aspx</link> <author><![CDATA[Lucero, Katie Stringer; Williams, Betsy; Moore, Donald E. Jr]]></author> <category><![CDATA[Short Report]]></category> <title><![CDATA[The Emerging Role of Reinforcement in the Clinician's Path from Continuing Education to Practice]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2024/04420/the_emerging_role_of_reinforcement_in_the.11.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202404420-00011.F1.jpeg" border="0" align ="left" alt="image"/></a>Abstract: Continuing education (CE) activities may affect clinicians' knowledge, skills, self-efficacy, and/or performance. Studies have suggested that self-efficacy may moderate or mediate the relationship between knowledge/competence and performance. Some results have shown that increases in knowledge/competence contributed to increases in self-efficacy. However, clinicians do not always learn something “new” when they participate in CE activities; rather, their knowledge or skills may be reinforced. This study examined whether self-efficacy was greater when clinicians reinforced what they already knew compared with when they learned something new. Hierarchical linear modeling was conducted to examine the moderating role of status of knowledge/competence post-CE (reinforced/improved) in the relationship between post-CE knowledge/competence score and self-efficacy across 153 online continuing medical education- and/or CE-certified activities. The hierarchical linear modeling showed that learners with higher post-CE scores have higher post–self-efficacy ratings. Reinforced learners had higher post-CE–self-efficacy ratings than improved learners, controlling for post-CE score. This study contributes to an expanded understanding of the path from CE to practice. There was benefit to self-efficacy for learners who reinforced but did not improve their knowledge/competence. This study also suggests that pre-post questions can be considered part of the learning process.]]></description> <pubDate>Tue, 14 Nov 2023 00:00:00 GMT-06:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 44(2):143-146, April 2024. doi: 10.1097/CEH.0000000000000541]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202404420-00011</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2023/04330/are_we_ever_going_back__exploring_the_views_of.6.aspx</link> <author><![CDATA[Cassidy, Dara; Edwards, Gareth; Bruen, Catherine; Kelly, Helen; Arnett, Richard; Illing, Jan]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[Are We Ever Going Back? Exploring the Views of Health Professionals on Postpandemic Continuing Professional Development Modalities]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2023/04330/are_we_ever_going_back__exploring_the_views_of.6.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202304330-00006.F1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: The COVID-19 pandemic has profoundly altered the ways in which health care professionals engage with continuing professional development (CPD), but the extent to which these changes are permanent remains unknown at present. This mixed-methods research aims to capture the perspectives of health professionals on their preferences for CPD formats, including the conditions that inform preferences for in-person and online CPD events and the optimum length and type of online and in-person events. Methods: A survey was used to gain a high-level perspective on health professionals' engagement with CPD, areas of interest, and capabilities and preferences in relation to online formats. A total of 340 health care professionals across 21 countries responded to the survey. Follow-up semistructured interviews were conducted with 16 respondents to gain deeper insights into their perspectives. Results: Key themes include CPD activity before and during COVID, social and networking aspects, access versus engagement, cost, and time and timing. Discussion: Recommendations regarding the design of both in-person and online events are included. Beyond merely moving in-person events online, innovative design approaches should be adopted to capitalize on the affordances of digital technologies and enhance engagement.]]></description> <pubDate>Tue, 07 Mar 2023 00:00:00 GMT-06:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 43(3):172-180, July 2023. doi: 10.1097/CEH.0000000000000482]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202304330-00006</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2024/04420/applying_the_project_echo_model_to_support.10.aspx</link> <author><![CDATA[Kopelovich, Sarah L.; Blank, Jennifer; McCain, Chris; Hughes, MacKenzie; Strachan, Eric]]></author> <category><![CDATA[Innovations]]></category> <title><![CDATA[Applying the Project ECHO Model to Support Implementation and Sustainment of Cognitive Behavioral Therapy for Psychosis]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2024/04420/applying_the_project_echo_model_to_support.10.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202404420-00010.F1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Project Extension for Community Healthcare Outcomes (ECHO) is a teleconsultation model that leverages technology to sustain specialized interventions in underresourced settings. We present the application of the ECHO model to longitudinal training and consultation for community behavioral health providers learning to deliver cognitive behavioral therapy for psychosis, an evidence-based psychotherapy for individuals with psychotic disorders that has poorly penetrated the US mental health system. Methods: We analyzed within-group change over practitioners' 6-month ECHO participation cycle using the Expanded Outcomes Framework. We evaluated outcomes associated with participation, satisfaction, knowledge acquisition, performance, patient symptom severity, and functional impairment. Results: In the first 3 years, the cognitive behavioral therapy for psychosis ECHO Clinics supported 150 providers from 12 community agencies. Forty percent did not complete the 6-month ECHO calendar, most commonly due to separation from their agency. Participants reported high degrees of satisfaction. Declarative and procedural knowledge increased over the 6-month period. Of the 24 providers who received a fidelity review, 87.5% met or exceeded the competency benchmark within the 6-month period. Clinical outcomes reflected reductions in hallucinations, negative symptoms, depression, mania, and functional impairment, but no reductions were detected in delusions, disorganized speech, or abnormal psychomotor behavior. Discussion: ECHO Clinics offer a mode of providing continuous access to expert instruction, peer-to-peer consultation, and case-based learning that other workforce training models lack. Our evaluation suggests that the ECHO model supports continuous professional development for practitioners, most of whom had indicated inadequate preparation for their role. We observed improved learner and select patient outcomes.]]></description> <pubDate>Thu, 29 Jun 2023 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 44(2):137-142, April 2024. doi: 10.1097/CEH.0000000000000511]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202404420-00010</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2018/03820/adapting_the_consolidated_framework_for.10.aspx</link> <author><![CDATA[Serhal, Eva; Arena, Amanda; Sockalingam, Sanjeev; Mohri, Linda; Crawford, Allison]]></author> <category><![CDATA[Foundations]]></category> <title><![CDATA[Adapting the Consolidated Framework for Implementation Research to Create Organizational Readiness and Implementation Tools for Project ECHO]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2018/03820/adapting_the_consolidated_framework_for.10.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-201803820-00010.T1.jpeg" border="0" align ="left" alt="image"/></a>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. A set of considerations was created, which adapted and consolidated CFIR constructs to create ECHO-specific organizational readiness questions, as well as a process guide for implementation. Each consideration was mapped onto Proctor's (2011) implementation outcomes, and questions relating to the constructs were developed and reviewed for clarity. The Preimplementation list included 20 questions; most questions fall within Proctor's (2001) implementation outcome domains of ”Appropriateness“ and ”Acceptability.“ The Process Checklist is a 26-item checklist to help launch an ECHO project; items map onto the constructs of Planning, Engaging, Executing, Reflecting, and Evaluating. Given that fidelity to the ECHO model is associated with robust outcomes, effective implementation is critical. These tools will enable programs to work through key considerations to implement a successful Project ECHO. Next steps will include validation with a diverse sample of ECHO projects.]]></description> <pubDate>Sun, 01 Apr 2018 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 38(2):145-151, April 2018. doi: 10.1097/CEH.0000000000000195]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-201803820-00010</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2023/04341/the_definitions_and_conceptualizations_of_the.4.aspx</link> <author><![CDATA[Thomas, Aliki; Rochette, Annie; George, Catherine; Iqbal, Muhammad Zafar; Ataman, Rebecca; St-Onge, Christina; Boruff, Jill; Renaud, Jean-Sébastien]]></author> <category><![CDATA[Literature Review]]></category> <title><![CDATA[The Definitions and Conceptualizations of the Practice Context in the Health Professions: A Scoping Review]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2023/04341/the_definitions_and_conceptualizations_of_the.4.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202304341-00004.F1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Health care professionals work in different contexts, which can influence professional competencies. Despite existing literature on the impact of context on practice, the nature and influence of contextual characteristics, and how context is defined and measured, remain poorly understood. The aim of this study was to map the breadth and depth of the literature on how context is defined and measured and the contextual characteristics that may influence professional competencies. Methods: A scoping review using Arksey and O'Malley's framework. We searched MEDLINE (Ovid) and CINAHL (EBSCO). Our inclusion criteria were studies that reported on context or relationships between contextual characteristics and professional competencies or that measured context. We extracted data on context definitions, context measures and their psychometric properties, and contextual characteristics influencing professional competencies. We performed numerical and qualitative analyses. Results: After duplicate removal, 9106 citations were screened and 283 were retained. We compiled a list of 67 context definitions and 112 available measures, with or without psychometric properties. We identified 60 contextual factors and organized them into five themes: Leadership and Agency, Values, Policies, Supports, and Demands. Discussion: Context is a complex construct that covers a wide array of dimensions. Measures are available, but none include the five dimensions in one single measure or focus on items targeting the likelihood of context influencing several competencies. Given that the practice context plays a critical role in health care professionals' competencies, stakeholders from all sectors (education, practice, and policy) should work together to address those contextual characteristics that can adversely influence practice.]]></description> <pubDate>Tue, 07 Mar 2023 00:00:00 GMT-06:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 43(4S):S18-S29, October 2023. doi: 10.1097/CEH.0000000000000490]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202304341-00004</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2023/04320/building_interprofessional_collaborative_practices.2.aspx</link> <author><![CDATA[Bawab, Noura; Moullin, Joanna; Jotterand, Sébastien; Rossier, Christophe; Schneider, Marie-Paule; Perraudin, Clémence]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[Building Interprofessional Collaborative Practices Through a Support Program for Patients With Type 2 Diabetes in Primary Care]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2023/04320/building_interprofessional_collaborative_practices.2.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202304320-00002.F1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: The building of interprofessional collaborative practices throughout the implementation process of a patient support program (Siscare) in primary care for patients with type 2 diabetes was assessed. Siscare included regular patient–pharmacist motivational-based interviews; medication adherence, patient-reported, and clinical outcomes monitoring; and physician–pharmacist interactions. Method: This investigation was a prospective, multicenter, observational, mixed-methods cohort study. Interprofessionality was operationalized through four progressive levels of interrelationship practices between the health care professionals. The target number of patients per pharmacy was 10 among 20 pharmacies. Results: The project started with the recognition of Siscare by stakeholders, the creation of an interprofessional steering committee, and the adoption of Siscare by 41 pharmacies among 47 pharmacies in April 2016. Nineteen pharmacies presented Siscare at 43 meetings attended by 115 physicians. Twenty-seven pharmacies included 212 patients; however, no physician prescribed Siscare. Collaboration primarily occurred through the unidirectional transmission of information from the pharmacist to the physician (level 1: 70% of pharmacists transmitted interview reports to physicians), bidirectional exchange of information sometimes occurred (level 2: 42% received physician responses), and concerted measures of treatment objectives took place occasionally (level 3). Twenty-nine of 33 physicians surveyed were in favor of this collaboration. Discussion: Despite multiple implementation strategies, physician resistance and lack of motivation to participate exists, but Siscare was well received by pharmacists, patients, and physicians. Barriers to collaborative practice (financial and IT) need to be further explored. Interprofessional collaboration is a clear need to improve type 2 diabetes adherence and outcomes.]]></description> <pubDate>Fri, 21 Apr 2023 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 43(2):77-86, April 2023. doi: 10.1097/CEH.0000000000000466]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202304320-00002</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2021/04120/science_of_learning_strategy_series__article_2,.7.aspx</link> <author><![CDATA[Van Hoof, Thomas J.; Madan, Christopher R.; Sumeracki, Megan A.]]></author> <category><![CDATA[Foundations]]></category> <title><![CDATA[Science of Learning Strategy Series: Article 2, Retrieval Practice]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2021/04120/science_of_learning_strategy_series__article_2,.7.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202104120-00007.F1.jpeg" border="0" align ="left" alt="image"/></a>Abstract: Retrieval practice is an evidence-based, science of learning strategy that is relevant to the planning and implementation of continuing professional development (CPD). Retrieval practice requires one to examine long-term memory to work with priority information again in working memory. Retrieval practice improves learning in two ways. It improves memory for the information itself (direct benefit), and retrieval practice provides feedback about what needs additional effort (indirect). Both benefits contribute significantly to durable learning. Research from cognitive psychology and neuroscience provides the rationale for retrieval practice, and examples of its implementation in health professions education are increasingly available in the literature. Through appropriate utilization, CPD participants can benefit from retrieval practice by making more-informed educational choices, and CPD planners can benefit in efforts to improve educational activities.]]></description> <pubDate>Fri, 05 Mar 2021 00:00:00 GMT-06:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 41(2):119-123, April 2021. doi: 10.1097/CEH.0000000000000335]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202104120-00007</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2023/04341/to_effectively_address_complex_healthcare.9.aspx</link> <author><![CDATA[Price, David W.]]></author> <category><![CDATA[Forum]]></category> <title><![CDATA[To Effectively Address Complex Healthcare Problems, Continuing Professional Development Must Evolve]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2023/04341/to_effectively_address_complex_healthcare.9.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202304341-00009.F1.jpeg" border="0" align ="left" alt="image"/></a>Continuing professional development aims to provide health professionals with the knowledge, skills, and competencies needed to improve care. Physicians and other clinicians increasingly practice within complex health care delivery organizations aiming to improve the care of populations of patients with multiple problems and differing needs. These organizations are composed of local units in different departments and venues; these teams and the patients they care for change over time. Improving outcomes within constantly changing complex organizations delivering population care takes time and persistence. It takes time to equip critical masses of clinicians and other personnel with knowledge and skills to effect change. Although some changes might be simple, those involving new workflows require implementation support. Not all change will be smooth; individuals need opportunities to learn from and adjust their early intervention efforts, measure effectiveness of change, and sustain successful practices. Longitudinal support is necessary to affect change over complex organizations. This essay proposes that to be more supportive and valuable to health care delivery organizations, continuing professional development needs to intentionally participate in longitudinal, collaborative, context-specific, team-based interventions. An expanded menu of evaluation approaches will better describe the role of continuing professional development in helping health care professionals and organizations address increasingly complex health care delivery problems and improve patient and population outcomes. Selected concepts to achieve these ends are introduced at a high level in this article. Readers are invited to explore concepts that resonate with their current situation in further detail.]]></description> <pubDate>Sun, 01 Oct 2023 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 43(4S):S59-S63, October 2023. doi: 10.1097/CEH.0000000000000537]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202304341-00009</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2019/03910/importance_of_team_functioning_as_a_target_of.5.aspx</link> <author><![CDATA[Desveaux, Laura; Halko, Roxanne; Marani, Husayn; Feldman, Sid; Ivers, Noah M.]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[Importance of Team Functioning as a Target of Quality Improvement Initiatives in Nursing Homes: A Qualitative Process Evaluation]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2019/03910/importance_of_team_functioning_as_a_target_of.5.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-201903910-00005.T1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Quality improvement interventions demonstrate variable degrees of effectiveness. The aim of this work was to (1) qualitatively explore whether, how, and why an academic detailing intervention could improve evidence uptake and (2) identify perceived changes that occurred to inform outcomes appropriate for quantitative evaluation. Methods: A qualitative process evaluation was conducted involving semistructured interviews with nursing home staff. Interviews were analyzed inductively using the framework method. Results: A total of 29 interviews were conducted across 13 nursing homes. Standard processes to reduce falls are well-known but not fully implemented due to a range of mostly postintentional factors that influence staff behavior. Conflicting expectations around professional roles impeded evidence uptake; physicians report a disconnection between the information they would like to receive and the information communicated; and a high proportion of casual and part-time staff creates challenges for those looking to effect change. These factors are amenable to change in the context of an active, tailored intervention such as academic detailing. This seems especially true when the entire care team is actively engaged and when the intervention can be tailored to the varied determinants of behaviors across different team members. Discussion: Interventions aiming to increase evidence-based practice in the nursing home sector need to move beyond education to explicitly address team functioning and communication. Variability in team functioning requires a flexible intervention with the ability to tailor to individual- and home-level needs. Evaluations in this setting may benefit from measuring changes in team functioning as an early indicator of success.]]></description> <pubDate>Tue, 01 Jan 2019 00:00:00 GMT-06:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 39(1):21-28, January 2019. doi: 10.1097/CEH.0000000000000238]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-201903910-00005</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2024/04420/learning_to_prioritize_our_collaborative.8.aspx</link> <author><![CDATA[Brownson, Ross C.; Adams, Danielle R.; Anyane-Yeboa, Adjoa; Powell, Byron J.]]></author> <category><![CDATA[Forum]]></category> <title><![CDATA[Learning to Prioritize Our Collaborative Opportunities: Overcoming the Bright Shiny Object Syndrome]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2024/04420/learning_to_prioritize_our_collaborative.8.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202404420-00008.T1.jpeg" border="0" align ="left" alt="image"/></a>There are multiple opportunities to participate in team science, leading to long-term benefits (eg, research impact, novelty, productivity). Scholars are not well-trained in how to choose among these opportunities, often learning via trial and error. The ability to navigate collaborations is framed by several principles and considerations: (1) locus of control (what control we have over our own behavior) and how it affects academic job satisfaction; (2) the scarcity mindset that may manifest as a result of the fear of missing future opportunities; and (3) power dynamics and inequities (eg, among women and racial/ethnic minority individuals). To provide a more systematic approach to weighing academic opportunities, the authors offer 30 questions across six overlapping domains. The domains include: the big picture (eg, Is the opportunity a building block for your career?), context (eg, How much do you have on your plate?), person (eg, Who is asking?), team (eg, Is the team productive?), role (eg, Will you lead or assist?), and outcomes (eg, Might the opportunity lead to publications and/or grants?). We offer advice for decision-making. For example, when presented with an opportunity involving a significant time commitment, it is useful to allow at least 24 hours before deciding. The authors offer advice and sample language for communicating your decision. Although every situation is different, there are several fundamental issues and questions to consider when one is presented with a new opportunity—these questions are suggested for mentors and mentees.]]></description> <pubDate>Thu, 14 Sep 2023 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 44(2):126-130, April 2024. doi: 10.1097/CEH.0000000000000529]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202404420-00008</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2023/04341/conceptual_advances_in_continuing_professional.1.aspx</link> <author><![CDATA[Tavares, Walter; Sockalingam, Sanjeev; Soklaridis, Sophie; Cervero, Ronald]]></author> <category><![CDATA[Editorial]]></category> <title><![CDATA[Conceptual Advances in Continuing Professional Development in the Health Professions]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2023/04341/conceptual_advances_in_continuing_professional.1.aspx"></a>No abstract available]]></description> <pubDate>Sun, 01 Oct 2023 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 43(4S):S1-S3, October 2023. doi: 10.1097/CEH.0000000000000542]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202304341-00001</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2023/04341/using_ehealth_data_to_inform_cpd_for_medical.8.aspx</link> <author><![CDATA[Pizzuti, Carol; Palmieri, Cristiana; Shaw, Tim]]></author> <category><![CDATA[Literature Review]]></category> <title><![CDATA[Using eHealth Data to Inform CPD for Medical Practitioners: A Scoping Review with a Consultation Exercise with International Experts]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2023/04341/using_ehealth_data_to_inform_cpd_for_medical.8.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202304341-00008.F1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: eHealth data analytics is widely used in health care research. However, there is limited knowledge on the role of eHealth data analysis to inform continuing professional development (CPD). The aim of this study was to collate available research evidence on the use of eHealth data for the development of CPD programs and plans for medical practitioners. Methods: A scoping review was conducted using the six-stage Arksey and O'Malley Framework. A consultation exercise (stage 6) was performed with 15 international experts in the fields of learning and practice analytics to deepen the insights. Results: Scoping review. The literature searches identified 9876 articles published from January 2010 to May 2022. After screening and full-text review, a total of nine articles were deemed relevant for inclusion. The results provide varied—and at times partial or diverging—answers to the scoping review research questions. Consultation exercise. Research rigor, field of investigation, and developing the field were the three themes emerged from analysis. Participants validated the scoping review methodology and confirmed its results. Moreover, they provided a meta-analysis of the literature, a description of the current CPD ecosystem, and clear indications of what is and should be next for the field. Discussion: This study shows that there is no formal or well-established correlation between eHealth data and CPD planning and programming. Overall findings fill a gap in the literature and provide a basis for further investigation. More foundational work, multidisciplinary collaborations, and stakeholders' engagement are necessary to advance the use of eHealth data analysis for CPD purposes.]]></description> <pubDate>Sun, 01 Oct 2023 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 43(4S):S47-S58, October 2023. doi: 10.1097/CEH.0000000000000534]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202304341-00008</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2022/04210/assessment_of_educational_needs_and_design_of_a.20.aspx</link> <author><![CDATA[Mukhalalati, Banan; Awaisu, Ahmed; Elshami, Sara; Paravattil, Bridget; Zolezzi, Monica; Abu-Hijleh, Marwan; Moslih-Almoslih, Ayad; Carr, Alison; Bawadi, Hiba; Romanowski, Michael; Almahasneh, Randa; Bacha, Rasha]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[Assessment of Educational Needs and Design of a Preceptor Development Program for Health Professional Education Programs in Qatar]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2022/04210/assessment_of_educational_needs_and_design_of_a.20.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202204210-00020.T1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Experiential learning is the backbone of many health care professional education programs; however, the quality of learning is profoundly dependent on the skills and experiences of clinical preceptors. This study was conducted at Qatar University Health Cluster (Colleges of Pharmacy, Medicine, and Health Sciences) with the primary objective of identifying the educational needs of preceptors to design and review an educational professional development program. Methods: This study adopted a mixed-methods approach and was conducted in three stages: (1) assessment of preceptor educational needs, (2) designing of the Practice Educators' Academy program, and (3) revision and refinement of the designed program. The needs' assessment was conducted at all the three colleges through a validated survey and focus groups comprising of preceptors, students, and clinical faculty members. The sample included 209 survey respondents and 11 focus group sessions. Results: The results yielded five key themes and a variety of individual preferences, which were used to design a five-module face-to-face two-day interactive workshop. For the revision of the designed program, the syllabus was shared purposively with selected scholars and experts in the area of health professions education, and their feedback was collected and critically examined. Furthermore, the refinement of the program was performed on the basis of this feedback, resulting in the revised and representative program being ready for piloting. Discussion: A preceptor development program on experiential teaching and learning skills was successfully designed and revised with the needs of the clinical preceptors at its core. Preceptors' skills development can advance health care outcomes by preparing competent health professional graduates.]]></description> <pubDate>Thu, 24 Jun 2021 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 42(1):e32-e43, January 2022. doi: 10.1097/CEH.0000000000000353]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202204210-00020</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2018/03810/impacts_of_educating_for_equity_workshop_on.8.aspx</link> <author><![CDATA[Crowshoe, Lynden (Lindsay); Han, Han; Calam, Betty; Henderson, Rita; Jacklin, Kristen; Walker, Leah; Green, Michael E.]]></author> <category><![CDATA[Innovations]]></category> <title><![CDATA[Impacts of Educating for Equity Workshop on Addressing Social Barriers of Type 2 Diabetes With Indigenous Patients]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2018/03810/impacts_of_educating_for_equity_workshop_on.8.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-201803810-00008.T1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Health education about Indigenous populations in Canada (First Nations, Inuit, and Métis people) is one approach to enable health services to mitigate health disparities faced by Indigenous peoples related to a history of colonization and ongoing social inequities. This evaluation of a continuing medical education workshop, to enhance family physicians' clinical approach by including social and cultural dimensions within diabetes management, was conducted to determine whether participation in the workshop improved self-reported knowledge, skills, and confidence in working with Indigenous patients with type 2 diabetes. Methods: The workshop, developed from rigorous national research with Indigenous patients, diabetes care physicians, and Indigenous health medical educators, was attended by 32 family physicians serving Indigenous populations on three sites in Northern Ontario. A same-day evaluation survey assessed participants' satisfaction with workshop content and delivery. Preworkshop and postworkshop surveys consisting of 5-point Likert and open-ended questions were administered 1 week before and 3 month after the workshop. Descriptive statistics and t test were performed to analyze Likert scale questions; thematic analysis was used to elicit and cluster themes from open-ended responses. Results: Participants reported high satisfaction with all aspects of the workshop. Reporting improved understanding of socioeconomic (P = .002), psychosocial, and cultural factors (P = .001), participants also described adapting their clinical approach to more actively incorporating social and cultural factors and focusing on patient-centered care. Discussion: The workshop was effective in shifting physician's self-reported knowledge, attitudes, and skills resulting in clinical approach modifications within social, psychosocial, and cultural domains for their Indigenous patients with diabetes.]]></description> <pubDate>Mon, 01 Jan 2018 00:00:00 GMT-06:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 38(1):49-59, January 2018. doi: 10.1097/CEH.0000000000000188]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-201803810-00008</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2023/04341/rethinking_context_in_continuing_professional.3.aspx</link> <author><![CDATA[Wong, René; Kitto, Simon]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[Rethinking Context in Continuing Professional Development: From Identifying Barriers to Understanding Social Dynamics]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2023/04341/rethinking_context_in_continuing_professional.3.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202304341-00003.T1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: For continuing professional development (CPD) to reach its potential to improve outcomes requires an understanding of the role of context and the influencing conditions that enable interventions to succeed. We argue that the heuristic use of frameworks to design and implement interventions tends to conceptualize context as defined lists of barriers, which may obscure consideration of how different contextual factors interact with and intersect with each other. Methods: We suggest a framework approach that would benefit from postmodernist theory that explores how ideologies, meanings, and social structures in health care settings shape social practices. As an illustrative example, we conducted a Foucauldian discourse analysis of diabetes care to make visible how the social, historical, and political conditions in which clinicians experience, practice, and shape possibilities for behavior change. Results: The discursive construction of continuing education as a knowledge translation mechanism assumes and is contingent on family physicians to implement guidelines. However, they enact other discursively constituted roles that may run in opposition. This paradoxical position creates a tension that must be navigated by family physicians, who may perceive it possible to provide good care without necessarily implementing guidelines. Discussion: We suggest marrying “framework” thinking with postmodernist theory that explores how ideologies, meanings, and social structures shape practice behavior change. Such a proposed reconceptualization of context in the design of continuing professional development interventions could provide a more robust and nuanced understanding of how the dynamic relationships and interactions between clinicians, patients, and their work environments shape educational effectiveness.]]></description> <pubDate>Sun, 01 Oct 2023 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 43(4S):S9-S17, October 2023. doi: 10.1097/CEH.0000000000000543]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202304341-00003</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2021/04130/interventions_to_improve_trainers__learning_and.8.aspx</link> <author><![CDATA[Poitras, Marie-Eve; Bélanger, Emilie; Vaillancourt, Vanessa T.; Kienlin, Simone; Körner, Mirjam; Godbout, Isabelle; Bernard-Hamel, Joelle; O'Connor, Sarah; Blanchette, Patricia; Khadhraoui, Lobna; Sawadogo, Jasmine; Massougbodji, José; Zomahoun, Hervé Tchala Vignon; Gallani, Maria-Cecilia; Stacey, Dawn; Légaré, France]]></author> <category><![CDATA[Literature Review]]></category> <title><![CDATA[Interventions to Improve Trainers' Learning and Behaviors for Educating Health Care Professionals Using Train-the-Trainer Method: A Systematic Review and Meta-analysis]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2021/04130/interventions_to_improve_trainers__learning_and.8.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202104130-00008.F1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Train-the-trainer (TTT) programs are frequently used to facilitate knowledge dissemination. However, little is known about the effectiveness of these programs. Therefore, we sought to assess the impact of TTT programs on learning and behavior of trainers for educating health and social professionals (trainees). Methods: Guided by the Cochrane Effective Practice and Organisation of Care, we conducted a systematic review. We searched 12 databases until April 2018 and extracted data according to the Population, Intervention, Comparison, Outcome model. Population was defined as trainers delivering training program to health care professionals, and the intervention consists in any organized activity provided by a trainer. There were no restrictive comparators, and outcomes were knowledge, attitude, skill, confidence, commitment, and behavior of trainers. We estimated the pooled effect size and its 95% confidence interval using a random-effect model. We performed a narrative synthesis when meta-analysis was not possible. Results: Of 11,202 potentially eligible references, we identified 16 unique studies. Studies were mostly controlled before-and-after studies and covered a unique training intervention. Targeted trainers were mostly nurses (n = 10) and physicians (n = 5). The most frequent measured outcome was knowledge (n = 12). TTT programs demonstrated significant effect on knowledge (Standardized mean deviation = 0.58; 95% CI = 0.11–1.06; I2 = 90%; P < .01; 10 studies). No studies measured trainers' ability to deliver the training program. Discussion: TTT programs may improve the knowledge of trainers. However, the heterogeneity and small number of studies hamper our ability to draw conclusions that are more robust.]]></description> <pubDate>Tue, 20 Jul 2021 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 41(3):202-209, July 2021. doi: 10.1097/CEH.0000000000000375]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202104130-00008</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2018/03830/motivational_profiles_and_motivation_for_lifelong.5.aspx</link> <author><![CDATA[van der Burgt, Stéphanie M. E.; Kusurkar, Rashmi A.; Wilschut, Janneke A.; Tjin A Tsoi, Sharon L. N. M.; Croiset, Gerda; Peerdeman, Saskia M.]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[Motivational Profiles and Motivation for Lifelong Learning of Medical Specialists]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2018/03830/motivational_profiles_and_motivation_for_lifelong.5.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-201803830-00005.F1.jpeg" border="0" align ="left" alt="image"/></a>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. Methods: An online questionnaire was sent to every medical specialist working in five hospitals in the Netherlands. The questionnaire included the validated Multidimensional Work Motivation Scale and the Jefferson Scale of Physician Lifelong Learning together with background questions like age, gender, and type of hospital. Respondents were grouped into different motivational profiles by using a two-step clustering approach. Results: Four motivational profiles were identified: (1) HAMC profile (for High Autonomous and Moderate Controlled motivation), (2) MAMC profile (for Moderate Autonomous and Moderate Controlled motivation), (3) MALC profile (for Moderate Autonomous and Low Controlled motivation), and (4) HALC profile (for High Autonomous and Low Controlled motivation). Most of the female specialists that work in an academic hospital and specialists with a surgical specialty were represented in the HALC profile. Discussion: Four motivational profiles were found among medical specialists, differing in gender, experience and type of specialization. The profiles are based on the combination of autonomous motivation (AM) and controlled motivation (CM) in the specialists. The profiles that have a high score on autonomous motivation have a positive association with lifelong learning.]]></description> <pubDate>Sun, 01 Jul 2018 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 38(3):171-178, July 2018. doi: 10.1097/CEH.0000000000000205]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-201803830-00005</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2024/04410/paving_the_way_forward_for_evidence_based.8.aspx</link> <author><![CDATA[Jeyakumar, Tharshini; Karsan, Inaara; Williams, Betsy; Fried, Joyce; Kane, Gabrielle; Ambata-Villanueva, Sharon; Bennett, Ashleigh; McMahon, Graham T.; Paton, Morag; Williams, Nathaniel; Younus, Sarah; Wiljer, David]]></author> <category><![CDATA[Forum]]></category> <title><![CDATA[Paving the Way Forward for Evidence-Based Continuing Professional Development]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2024/04410/paving_the_way_forward_for_evidence_based.8.aspx"></a>Continuing professional development (CPD) fosters lifelong learning and enables health care providers to keep their knowledge and skills current with rapidly evolving health care practices. Instructional methods promoting critical thinking and decision making contribute to effective CPD interventions. The delivery methods influence the uptake of content and the resulting changes in knowledge, skills, attitudes, and behavior. Educational approaches are needed to ensure that CPD meets the changing needs of health care providers. This article examines the development approach and key recommendations embedded in a CE Educator's toolkit created to evolve CPD practice and foster a learning experience that promotes self-awareness, self-reflection, competency, and behavioral change. The Knowledge-to-Action framework was used in designing the toolkit. The toolkit highlighted three intervention formats: facilitation of small group learning, case-based learning, and reflective learning. Strategies and guidelines to promote active learning principles in CPD activities within different modalities and learning contexts were included. The goal of the toolkit is to assist CPD providers to design educational activities that optimally support health care providers' self-reflection and knowledge translation into their clinical environment and contribute to practice improvement, thus achieving the outcomes of the quintuple aim.]]></description> <pubDate>Mon, 17 Apr 2023 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 44(1):53-57, January 2024. doi: 10.1097/CEH.0000000000000500]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202404410-00008</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2019/03930/project_echo_chronic_pain__a_qualitative_analysis.6.aspx</link> <author><![CDATA[Thies, Kathleen M.; Anderson, Daren; Beals-Reid, Colin]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[Project ECHO Chronic Pain: A Qualitative Analysis of Recommendations by Expert Faculty and the Process of Knowledge Translation]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2019/03930/project_echo_chronic_pain__a_qualitative_analysis.6.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-201903930-00006.T1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Previous studies of the same Project ECHO Chronic Pain cohort demonstrated that recommendations to primary care providers (PCPs) by expert faculty follow CDC Guidelines for Prescribing Opioids and that participating PCPs change their practice accordingly. The purpose of this study was to identify how expert faculty translates knowledge, so that PCPs can act on it. Methods: One hundred ninety-seven PCPs from 82 practices in 14 states attended at least one Project ECHO Chronic Pain session over 10 months, hosted by a large federally qualified health center. Expert faculty was a multidisciplinary panel of six clinicians. Recommendations for 25 randomly selected case presentations were transcribed, yielding 406 discrete units of data. A thematic analysis contributed to a concept map for knowledge translation. Results: Expert faculty addressed psychosocial issues in 40% of recommendations. Three themes represented a familiar clinical decision-making process: recommendations for treatment accounted for risk factors and patient engagement and behavior. A concept map placed the recommendations for selected cases in the first phase of the action cycle in the Knowledge-to-Action framework, where knowledge is shared but not yet acted on. Discussion: Project ECHO Chronic Pain is an example of iterative guided practice, wherein expert faculty use published guidelines and professional experience to make recommendations for patient care to PCPs. This occurs using shared social–cultural–historical language and context consistent with social constructivist theories of learning.]]></description> <pubDate>Mon, 01 Jul 2019 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 39(3):194-200, July 2019. doi: 10.1097/CEH.0000000000000264]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-201903930-00006</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2015/35020/the_impact_of_cme_on_physician_performance_and.8.aspx</link> <author><![CDATA[Cervero, Ronald M.; Gaines, Julie K.]]></author> <category><![CDATA[Literature Review]]></category> <title><![CDATA[The Impact of CME on Physician Performance and Patient Health Outcomes: An Updated Synthesis of Systematic Reviews]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2015/35020/the_impact_of_cme_on_physician_performance_and.8.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-201535020-00008.T1-8.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Since 1977, many systematic reviews have asked 2 fundamental questions: (1) Does CME improve physician performance and patient health outcomes? and (2) What are the mechanisms of action that lead to positive changes in these outcomes? The article's purpose is to synthesize the systematic review literature about CME effectiveness published since 2003. Methods: We identified 8 systematic reviews of CME effectiveness published since 2003 in which primary research studies in CME were reviewed and physicians’ performance and/or patient health outcomes were included as outcome measures. Results: Five systematic reviews addressed the question of “Is CME Effective?” using primary studies employing randomized controlled trials (RCTs) or experimental design methods and concluded: (1) CME does improve physician performance and patient health outcomes, and (2) CME has a more reliably positive impact on physician performance than on patient health outcomes. The 8 systematic reviews support previous research showing CME activities that are more interactive, use more methods, involve multiple exposures, are longer, and are focused on outcomes that are considered important by physicians lead to more positive outcomes. Discussion: Future research on CME effectiveness must take account of the wider social, political, and organizational factors that play a role in physician performance and patient health outcomes. We now have 39 systematic reviews that present an evidence-based approach to designing CME that is more likely to improve physician performance and patient health outcomes. These insights from the scientific study of CME effectiveness should be incorporated in ongoing efforts to reform systems of CME and health care delivery.]]></description> <pubDate>Wed, 01 Apr 2015 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 35(2):131-138, April 2015. doi: 10.1002/chp.21290]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-201535020-00008</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2020/04030/footprints_of_birth__an_innovative_educational.8.aspx</link> <author><![CDATA[Swordy, Alice; Noble, Lorraine M.; Bourne, Theresa; Van Lessen, Logan; Lokugamage, Amali U.]]></author> <category><![CDATA[Innovations]]></category> <title><![CDATA[Footprints of Birth: An Innovative Educational Intervention Foregrounding Women's Voices to Improve Empathy and Reflective Practice in Maternity Care]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2020/04030/footprints_of_birth__an_innovative_educational.8.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202004030-00008.T1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: A global movement on respectful maternity care has arisen because of widespread accounts of dehumanized maternity care. This article considers the use of a transformative learning approach to highlight patient agency and personhood in health care. An educational intervention using patient narratives was introduced in a maternity unit to foster a culture of listening and responsiveness to women's voices. This article reports the impact on staff and student learning, empathy, and reflective practice. Methods: A total of 245 interprofessional providers participated in 14 workshops over a 16-month period. Participants represented a range of health professions including medicine, midwifery, nursing, and allied professions. Senior management, administrators, and peer support volunteers also attended. Session sizes ranged from 5 to 60 attendees. The format included documentary-style videos of patient feedback followed by audience discussion. Discussion points were collected and qualitatively analyzed for participants' critical reflection, emotional engagement, cognitive dissonance, and perspective transformation. Results: Learners reflected on the client–caregiver relationship and care provision. Staff and students showed empathy for the women sharing their stories. Learners were disturbed by failings in care and wished to improve services. All provider groups highlighted the importance of communication, compassion, and patient autonomy as key elements of maternity care. Discussion: Multiprofessional learners engaged emotionally with women's narratives and reflected critically on their roles in maternity care. Learners' responses showed evidence of transformative learning. Staff and students recognized the value of providing respectful, empathic care. Educational interventions highlighting patients' voices may promote patient autonomy by reducing dehumanization in health care.]]></description> <pubDate>Wed, 01 Jul 2020 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 40(3):192-198, July 2020. doi: 10.1097/CEH.0000000000000302]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202004030-00008</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2023/04341/principles_focused_evaluation__a_promising.10.aspx</link> <author><![CDATA[Parker, Kathryn; Sud, Abhimanyu]]></author> <category><![CDATA[Methodology]]></category> <title><![CDATA[Principles-Focused Evaluation: A Promising Practice in the Evaluation of Continuing Professional Development]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2023/04341/principles_focused_evaluation__a_promising.10.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202304341-00010.T1.jpeg" border="0" align ="left" alt="image"/></a>Abstract: Outcome-based evaluations still dominate in continuing professional development (CPD) despite the availability of evaluation approaches that address program processes and contexts. Our continued reliance on outcomes-based evaluation fails to respect the importance of complexity and the human element of program planning and implementation. Therefore, it is time that the field of CPD embrace complementary approaches to program evaluation that consider the complexity and maturity of programs and their contexts, while providing credible and relevant information to inform strategic decisions regarding the future of a program. Principles-focused evaluation provides a complement to traditional evaluation approaches through the articulation of a program's values that can be actioned. These “actionable values,” known as principles, become the focus of the evaluation for the purposes of program decision-making. This paper describes how one CPD program, designed as a response to growing opioid-related harms, adopted a principles-focused evaluation to inform ongoing iteration of the program. The process used to design the principles, how the principles are informing the transportability of the program, and implications for CPD evaluation are discussed.]]></description> <pubDate>Sun, 01 Oct 2023 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 43(4S):S64-S67, October 2023. doi: 10.1097/CEH.0000000000000535]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202304341-00010</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2023/04310/frameworks_for_integrating_learning_analytics_with.9.aspx</link> <author><![CDATA[Pusic, Martin V.; Birnbaum, Robert J.; Thoma, Brent; Hamstra, Stanley J.; Cavalcanti, Rodrigo B.; Warm, Eric J.; Janssen, Anna; Shaw, Tim]]></author> <category><![CDATA[Foundations]]></category> <title><![CDATA[Frameworks for Integrating Learning Analytics With the Electronic Health Record]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2023/04310/frameworks_for_integrating_learning_analytics_with.9.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202304310-00009.F1.jpeg" border="0" align ="left" alt="image"/></a>The information systems designed to support clinical care have evolved separately from those that support health professions education. This has resulted in a considerable digital divide between patient care and education, one that poorly serves practitioners and organizations, even as learning becomes ever more important to both. In this perspective, we advocate for the enhancement of existing health information systems so that they intentionally facilitate learning. We describe three well-regarded frameworks for learning that can point toward how health care information systems can best evolve to support learning. The Master Adaptive Learner model suggests ways that the individual practitioner can best organize their activities to ensure continual self-improvement. The PDSA cycle similarly proposes actions for improvement but at a health care organization's workflow level. Senge's Five Disciplines of the Learning Organization, a more general framework from the business literature, serves to further inform how disparate information and knowledge flows can be managed for continual improvement. Our main thesis holds that these types of learning frameworks should inform the design and integration of information systems serving the health professions. An underutilized mediator of educational improvement is the ubiquitous electronic health record. The authors list learning analytic opportunities, including potential modifications of learning management systems and the electronic health record, that would enhance health professions education and support the shared goal of delivering high-quality evidence-based health care.]]></description> <pubDate>Tue, 14 Jun 2022 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 43(1):52-59, January 2023. doi: 10.1097/CEH.0000000000000444]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202304310-00009</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2024/04420/assessment_practices_in_continuing_professional.2.aspx</link> <author><![CDATA[Marceau, Mélanie; Vachon Lachiver, Élise; Lambert, Danika; Daoust, Julianne; Dion, Vincent; Langlois, Marie-France; McConnell, Meghan; Thomas, Aliki; St-Onge, Christina]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[Assessment Practices in Continuing Professional Development Activities in Health Professions: A Scoping Review]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2024/04420/assessment_practices_in_continuing_professional.2.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202404420-00002.F1.jpeg" border="0" align ="left" alt="image"/></a>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.]]></description> <pubDate>Thu, 20 Jul 2023 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 44(2):81-89, April 2024. doi: 10.1097/CEH.0000000000000507]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202404420-00002</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2023/04340/evaluation_of_knowledge,_attitudes,_and_practice.10.aspx</link> <author><![CDATA[Kejela, Edosa; Tesfaye, Gosa; Getachew, Adane; Rose, Elizabeth S.; Winful, Taiye; Eyayu, Zemene; Martin, Marie H.; Sileshi, Bantayehu]]></author> <category><![CDATA[Innovations]]></category> <title><![CDATA[Evaluation of Knowledge, Attitudes, and Practice in an Online Faculty Development Course for Anesthesia Educators in East Africa]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2023/04340/evaluation_of_knowledge,_attitudes,_and_practice.10.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202304340-00010.T1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Faculty in low-resourced communities often have limited training on teaching and learning. An innovative, online, 13-week course using a flipped classroom model was developed for junior faculty anesthesiologists at teaching hospitals in East Africa and piloted in Ethiopia and Tanzania. Methods: Quantitative and qualitative data were collected and analyzed to evaluate potential change in participants' knowledge, skills, and attitudes as well as the feasibility of e-learning in the region. Results: Analysis of data revealed that top areas of change in participants' knowledge were in the flipped classroom approach (increased by 79%), effective mentoring practices (67%), and elements of effective course goals and objectives (58%). Leading areas of change in skills were in developing goals and objectives (72%), using case-based learning (67%), and engaging learners through PowerPoint (64%). Change in attitudes was largest in the areas of effective mentoring and strong leadership (27%), using course and lecture learning objectives (26%), and student-centered learning theory (26%). Qualitative data revealed that participants were satisfied with the course; found the structure, presentations, and delivery methods to be effective; and appreciated the flexibility of being online but experienced challenges, particularly in connectivity. Discussion: This evaluation demonstrated the efficacy of using e-learning in East Africa and highlights the innovation of online faculty development in a region where it has not been done before. By using participants as future instructors, this course is scalable in the region and worldwide, and it can help address limited access to training by providing a critical mass of trainers competent in teaching, mentoring, and leading.]]></description> <pubDate>Tue, 25 Apr 2023 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 43(4):274-278, October 2023. doi: 10.1097/CEH.0000000000000493]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202304340-00010</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2012/32030/refer2quit__impact_of_web_based_skills_training_on.6.aspx</link> <author><![CDATA[Carpenter, Kelly M.; Carlini, Beatriz H.; Painter, Ian; Mikko, Tasha A.; Stoner, Susan A.]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[Refer2Quit: Impact of Web-Based Skills Training on Tobacco Interventions and Quitline Referrals]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2012/32030/refer2quit__impact_of_web_based_skills_training_on.6.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-201232030-00006.T1-6.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Tobacco quitlines (QLs) provide effective evidence-based tobacco cessation counseling, yet they remain underutilized. Barriers to utilization include the lack of referrals by health care providers who typically have little knowledge about QLs and low self-efficacy for providing tobacco interventions. In order to educate providers about QLs, referral methods and tobacco interventions, a case-based online CME/CE program, Refer2Quit (R2Q), was developed. R2Q includes QL education and intervention and referral skills training tailored to provider type (eg, physician, nurse, dental provider, pharmacist) and work setting (eg, emergency, outpatient, inpatient). A module teaching motivational enhancement strategies was also included. Methods: Four health care organizations in Washington State participated in a study examining the effects of R2Q training on fax referral rates in an interrupted times series. Attitudes and self-efficacy toward delivering tobacco interventions was also assessed. Participants were a mix of provider types, including prescribers (20.1%), RNs (46.7%), and others (33.2%). Results: Health care sites that participated in the study increased the fax referral rates (odds ratio [OR] 2.86, confidence interval [CI] 1.52-6.00) as well as rates of referrals that converted to actual quitline registrations (OR 2.73, CI 1.0-7.4). Providers who completed the training expressed significantly more positive attitudes and improved self-efficacy for delivering tobacco services. At follow-up most providers reported increased delivery of tobacco interventions and QL referrals, although only 17% reported increased rates of fax referral. Discussion: Our study suggests that online education builds skills, improves knowledge, and thus increases the number and quality of fax referrals made to QLs by health care providers. Providers nonetheless reported ongoing barriers to providing tobacco services and referral, including lack of reimbursement and patient unwillingness to accept a referral.]]></description> <pubDate>Sun, 01 Jul 2012 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 32(3):187-195, July 2012. doi: 10.1002/chp.21144]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-201232030-00006</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2015/35020/ten_steps_for_setting_up_an_online_journal_club.10.aspx</link> <author><![CDATA[Chan, Teresa M.; Thoma, Brent; Radecki, Ryan; Topf, Joel; Woo, Henry H.; Kao, Lillian S.; Cochran, Amalia; Hiremath, Swapnil; Lin, Michelle]]></author> <category><![CDATA[Forum]]></category> <title><![CDATA[Ten Steps for Setting Up an Online Journal Club]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2015/35020/ten_steps_for_setting_up_an_online_journal_club.10.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-201535020-00010.T1-10.jpeg" border="0" align ="left" alt="image"/></a>Journal clubs have an extensive history that dates back to the time of Sir William Osler. They provide a venue to discuss the latest medical literature among groups of peers and are an innovative method for translating knowledge into practice within individual institutions. With advances in social media, journal clubs are poised to take an evolutionary step by harnessing digital connectivity. Online journal clubs are uniting hundreds of medical practitioners from around the world under the banner of one cause: enhancing knowledge translation of the medical literature without the limitations of geography. This article describes 10 steps for creating online journal clubs based on the experiences of a multidisciplinary team of clinicians and medical educators.]]></description> <pubDate>Wed, 01 Apr 2015 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 35(2):148-154, April 2015. doi: 10.1002/chp.21275]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-201535020-00010</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2016/03630/refinement_of_the_interprofessional_socialization.6.aspx</link> <author><![CDATA[King, Gillian; Orchard, Carole; Khalili, Hossein; Avery, Lisa]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[Refinement of the Interprofessional Socialization and Valuing Scale (ISVS-21) and Development of 9-Item Equivalent Versions]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2016/03630/refinement_of_the_interprofessional_socialization.6.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-201603630-00006.MU1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Measures of interprofessional (IP) socialization are needed to capture the role of interprofessional education in preparing students and health practitioners to function as part of IP health care teams. The aims of this study were to refine a previously published version of the Interprofessional Socialization and Valuing Scale (the ISVS-24) and create two shorter equivalent forms to be used in pre–post studies. Methods: A graded response model was used to identify ISVS items in a practitioner data set (n = 345), with validation (measure invariance) conducted using a separate student sample (n = 341). Results: Analyses indicated a unidimensional 21-item version with excellent measurement properties, Cronbach alpha of 0.988, 95% confidence interval (CI) 0.985–0.991. There was evidence of measure invariance, as there was excellent agreement of the factor scores for the practitioner and student data, intraclass correlation coefficient = 0.993, 95% CI 0.991–0.994. This indicates that the ISVS-21 measures IP socialization consistently across groups. Two 9-item equivalent versions for pre–post use were developed, with excellent agreement between the two forms. The student score agreement for the two item sets was excellent: intraclass correlation coefficient = 0.970, 95% CI 0.963–0.976. Discussion: The ISVS-21 is a refined measure to assess existing levels of IP socialization in practitioners and students, and relate IP socialization to other important constructs such as IP collaboration and the development of an IP identity. The equivalent versions can be used to assess change in IP socialization as a result of interprofessional education.]]></description> <pubDate>Fri, 01 Jul 2016 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 36(3):171-177, July 2016. doi: 10.1097/CEH.0000000000000082]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-201603630-00006</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2023/04320/recommendations_for_publishing_innovation_reports.1.aspx</link> <author><![CDATA[Archibald, Douglas]]></author> <category><![CDATA[Editorial]]></category> <title><![CDATA[Recommendations for Publishing Innovation Reports in JCEHP]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2023/04320/recommendations_for_publishing_innovation_reports.1.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202304320-00001.F1.jpeg" border="0" align ="left" alt="image"/></a>No abstract available]]></description> <pubDate>Thu, 18 May 2023 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 43(2):73-76, April 2023. doi: 10.1097/CEH.0000000000000515]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202304320-00001</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2022/04210/professional_development_of_health_researchers.15.aspx</link> <author><![CDATA[Sujon, Hasnat; Uzzaman, Md Nazim; Banu, Shakila; Islam, Mohammod Rafiqul; Asaduzzaman, Mohammad; Ahmed, Armana; Uddin, Aftab; Sarker, Mohammad Habibur Rahman]]></author> <category><![CDATA[Rapid Communications]]></category> <title><![CDATA[Professional Development of Health Researchers During the COVID-19 Pandemic: Challenges and Prospects of Synchronous Online Learning]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2022/04210/professional_development_of_health_researchers.15.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202204210-00015.T1.jpeg" border="0" align ="left" alt="image"/></a>No abstract available]]></description> <pubDate>Wed, 26 Jan 2022 00:00:00 GMT-06:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 42(1):e1-e2, January 2022. doi: 10.1097/CEH.0000000000000407]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202204210-00015</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2023/04340/from_theory_to_practice__the_enacted_curriculum_of.4.aspx</link> <author><![CDATA[Stevenson, Katherine; Thor, Johan; D'Eon, Marcel; Headrick, Linda; Andersson Gäre, Boel]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[From Theory to Practice: The Enacted Curriculum of a Successful Master's Program in Quality Improvement and Leadership]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2023/04340/from_theory_to_practice__the_enacted_curriculum_of.4.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202304340-00004.F1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Blended learning has taken on new prominence in the fields of higher and continuing education, especially as programs have shifted in response to teaching in a global pandemic. The faculty at the Jönköping Academy's Masters in Quality Improvement and Leadership program has been offering a blended learning curriculum, based on four core design principles, since 2009. We studied key features of the enacted curriculum to understand conditions that can support an effective blended learning model. Methods: We used a case study approach underpinned by interactive research. Document analysis, a focus group, individual interviews, and stimulated recall interviews were used for data collection. Themes were identified through qualitative content analysis and data reduction, data display, and conclusion drawing. Results: We grouped data into six emergent themes that clarify the enacted curriculum of an established Master's program: focusing on a common purpose, developing technical and relational knowledge and skills, linking theory and practice in the workplace, leveraging collaboration for mutual benefit, concentrating on leadership and coaching, and applying a blended and interprofessional learning model. Conclusion: Educators faced with increased demands to be flexible and to offer opportunities for distance education can learn from this case example of effective teaching of quality improvement and leadership in a blended format.]]></description> <pubDate>Mon, 22 May 2023 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 43(4):234-240, October 2023. doi: 10.1097/CEH.0000000000000463]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202304340-00004</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2017/03720/collaborative_clinical_reasoning_a_systematic.9.aspx</link> <author><![CDATA[Kiesewetter, Jan; Fischer, Frank; Fischer, Martin R.]]></author> <category><![CDATA[Literature Review]]></category> <title><![CDATA[Collaborative Clinical Reasoning—A Systematic Review of Empirical Studies]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2017/03720/collaborative_clinical_reasoning_a_systematic.9.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-201703720-00009.T1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Health care delivery involves multiple health professions, and increasingly, diagnostic and therapeutic decisions are made through interprofessional teamwork. We define collaborative clinical reasoning (CCR) as the process in which two or more health care team members negotiate diagnostic, therapeutic, or prognostic issues of an individual patient resulting in an illness or treatment plan (and to reduce uncertainty). In a systematic review, we aimed to answer the following research question: Which empirically observable factors are considered crucial influences on performance in CCR in current empirical research? Methods: A systematic literature review was conducted. We included empirical studies taking place in a hospital setting, with a clear focus on CCR and published between January 1990 and September 2014. The studies were only included when at least one physician was part of the team. Nine articles were included in the review. Results: The factors crucially influencing the CCR performance (ie, diagnosis or treatment plan of patients) are (1) the initial distribution of information over team members, (2) clinical experience of physicians within a team, (3) information exchange within a team, and (4) individual retrieval of information from the team or information representation. Discussion: Despite the sparse empirical evidence on CCR, four factors influencing performance were extracted from the literature. Overall, there is little evidence though how each of these factors actually influences CCR performance. Thus, we need more empirical studies to better understand and foster CCR performance.]]></description> <pubDate>Sat, 01 Apr 2017 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 37(2):123-128, April 2017. doi: 10.1097/CEH.0000000000000158]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-201703720-00009</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2021/04110/science_of_learning_strategy_series__article_1,.11.aspx</link> <author><![CDATA[Van Hoof, Thomas J.; Sumeracki, Megan A.; Madan, Christopher R.]]></author> <category><![CDATA[Foundations]]></category> <title><![CDATA[Science of Learning Strategy Series: Article 1, Distributed Practice]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2021/04110/science_of_learning_strategy_series__article_1,.11.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202104110-00011.F1.jpeg" border="0" align ="left" alt="image"/></a>Abstract: Distributed practice is an evidence-based, learning-science strategy that is relevant to the planning and implementation of continuing professional development (CPD). Spacing-out study or practice over time allows the brain multiple opportunities to process new and complex information in an efficient way, thus increasing the likelihood of mastery and memory. Research from cognitive psychology and neuroscience provide the rationale for distributed practice, and examples of its implementation in health professions education have begun to appear in the literature. If used appropriately or extended creatively, some common CPD interventions can fully leverage distributed practice. Through increased understanding, CPD planners can benefit from distributed practice in efforts to improve educational activities, and CPD participants can benefit by making more informed educational choices.]]></description> <pubDate>Fri, 09 Oct 2020 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 41(1):59-62, January 2021. doi: 10.1097/CEH.0000000000000315]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202104110-00011</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2022/04210/nationwide_environmental_scan_of_knowledge_brokers.16.aspx</link> <author><![CDATA[Gaid, Dina; Mate, Kedar; Ahmed, Sara; Thomas, Aliki; Bussières, André]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[Nationwide Environmental Scan of Knowledge Brokers Training]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2022/04210/nationwide_environmental_scan_of_knowledge_brokers.16.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202204210-00016.F1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Knowledge brokers (KBs) can promote the uptake of best practice guidelines in rehabilitation. Although many institutions offer training opportunities to health care professionals who wish to undertake KBs roles, the characteristics and content of those educational training opportunities (ETOs) are currently unknown. This study aimed to describe the ETOs available to rehabilitation professionals in Canada and determine whether the ETOs meet the competencies expected of the KBs roles. Methods: We conducted a Canada-wide environmental scan to identify ETOs using three strategies: online search, phone calls, and snowball. To be included in the study, ETOs had to be offered to rehabilitation professionals in Canada and be targeting KBs competencies and/or roles. We mapped each of the content to the KBs competencies (knowledge and skills) within the five roles of KBs: information manager, linking agent, capacity builder, facilitator, and evaluator. Results: A total of 51 ETOs offered in three Canadian provinces, British Columbia, Ontario, and Quebec, were included in the analysis. For KBs competencies, 76% of ETOs equipped attendees with research skills, 55% with knowledge brokering skills, and 53% with knowledge on implementation science. For KBs roles, over 60% of ETOs supported attendees to in performing the capacity builder role and 39% the evaluator role. Discussion: Findings suggest that ETOs focused primarily on preparing participants with the research and knowledge brokering skills required to perform the capacity builder and evaluator roles. Comprehensive educational training covering all KBs roles and competencies are needed.]]></description> <pubDate>Wed, 05 May 2021 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 42(1):e3-e11, January 2022. doi: 10.1097/CEH.0000000000000355]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202204210-00016</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2019/03930/interprofessional_learning_to_improve.7.aspx</link> <author><![CDATA[Bell, Sigall K.; Langer, Thorsten; Luff, Donna; Rider, Elizabeth A.; Brandano, Jessica; Meyer, Elaine C.]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[Interprofessional Learning to Improve Communication in Challenging Healthcare Conversations: What Clinicians Learn From Each Other]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2019/03930/interprofessional_learning_to_improve.7.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-201903930-00007.T1.jpeg" border="0" align ="left" alt="image"/></a>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.]]></description> <pubDate>Mon, 01 Jul 2019 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 39(3):201-209, July 2019. doi: 10.1097/CEH.0000000000000259]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-201903930-00007</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2016/03640/miller_s_pyramid_and_core_competency_assessment__a.11.aspx</link> <author><![CDATA[Williams, Betsy White; Byrne, Phil D.; Welindt, Dillon; Williams, Michael V.]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[Miller's Pyramid and Core Competency Assessment: A Study in Relationship Construct Validity]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2016/03640/miller_s_pyramid_and_core_competency_assessment__a.11.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-201603640-00011.T1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Continuous professional development relies on the link between performance and an educational process aimed at improving knowledge and skill. One of the most broadly used frameworks for assessing skills is Miller's Pyramid. This Pyramid has a series of levels of achievement beginning with knowledge (at the base) and ending with routine application in the clinical setting. Methods: The purpose of this study was to determine the degree of convergence of two measurement methods, one based on Miller's framework, the second using the Accreditation Council for Graduate Medical Education/American Board of Medical Specialties (ACGME/ABMS) Core Competency framework. The data were gathered from the faculty of a large, Midwestern regional health care provider and hospital system. Data from 264 respondents were studied. The 360° data were from raters of physicians holding supervisory roles in the organization. The scale items were taken from an instrument that has been validated for both structure and known group prediction. Results: The Miller scale was purposely built for this application. The questions were designed to describe each level of the model. The Miller scale was reduced to a single dimension. This result was then regressed on the items from the 360° item ratings. Results of a multivariate analysis of variance isolated a significant relationship between the Miller's Pyramid score and the competency items (P < 0.001). Discussion: These findings demonstrate a relationship between measures based on Miller's framework and behavioral measures based on the ABMS/ACGME core competencies. Equally important is the finding that while they are related they are not identical. These findings have implications for continuous professional development programing design.]]></description> <pubDate>Sat, 01 Oct 2016 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 36(4):295-299, October 2016. doi: 10.1097/CEH.0000000000000117]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-201603640-00011</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2019/03920/perspectives_of_patients_with_mental_illness_on.4.aspx</link> <author><![CDATA[George, Riya Elizabeth; Smith, Karl; O'Reilly, Michelle; Dogra, Nisha]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[Perspectives of Patients With Mental Illness on How to Better Teach and Evaluate Diversity Education in the National Health Service]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2019/03920/perspectives_of_patients_with_mental_illness_on.4.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-201903920-00004.T1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Diversity education is a mandatory requirement for all mental-health practitioners and health care professionals in the UK National Health Service. Wide variability exists in the development, delivery, and evaluation of diversity education across health care settings, with limited evidence to suggest the optimal approach for teaching this subject. This study aimed to explore the perspectives of patients with mental illness on how to better teach and evaluate diversity education in the National Health Service. Methods: A participatory research approach was used with five mental-health patient organizations. Forty-two patients with mental illness took part in three participatory workshops. Data were analyzed through template analysis. Results: The findings indicated that a focus on the nuances and dynamics of clinical relationships would be beneficial. Specifically, the relationship considered most important to examine with respect to diversity education was the “practitioner–self” relationship. Discussion: Reconstructing the relationship-centered care model with the addition of the practitioner–self relationship may be better suited to theoretically informing future developments in diversity education. Further research is needed to understand what educational approaches contribute toward a relationship-centered care outlook and how relationship building behaviors, particularly those relevant to the practitioner–self relationship are best developed in diverse settings.]]></description> <pubDate>Mon, 01 Apr 2019 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 39(2):92-102, April 2019. doi: 10.1097/CEH.0000000000000250]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-201903920-00004</guid> </item> <item> <link>https://journals.lww.com/jcehp/fulltext/2020/04030/structuring_mentoring_in_medicine_and_surgery__a.3.aspx</link> <author><![CDATA[Chua, Wen Jie; Cheong, Clarissa Wei Shuen; Lee, Fion Qian Hui; Koh, Eugene Yong Hian; Toh, Ying Pin; Mason, Stephen; Krishna, Lalit Kumar Radha]]></author> <category><![CDATA[Original Research]]></category> <title><![CDATA[Structuring Mentoring in Medicine and Surgery. A Systematic Scoping Review of Mentoring Programs Between 2000 and 2019]]></title> <description><![CDATA[<a href="https://journals.lww.com/jcehp/fulltext/2020/04030/structuring_mentoring_in_medicine_and_surgery__a.3.aspx"><img src="https://images.journals.lww.com/jcehp/SmallThumb.00005141-202004030-00003.F1.jpeg" border="0" align ="left" alt="image"/></a>Introduction: Evidence of novice mentoring's successes in having senior clinicians support junior doctors and/or medical students in their clinical, academic, and research goals has spurred efforts to include mentoring in the core medical curriculum. However, lack of effective structuring threatens the viability of mentoring programs, precipitating ethical concerns about mentoring. This review aims to answer the question “what is known about mentoring structures in novice mentoring among medical students and junior doctors in medicine and surgery postings?,” which will guide the design of a consistent structure to novice mentoring. Methods: Levac (2010)'s framework was used to guide this systematic scoping review of mentoring programs in medicine and surgery published between 1 January 2000 and 31 December 2019 in PubMed, ScienceDirect, ERIC, Embase, Scopus, Mednar, and OpenGrey. A “split approach” involving concurrent independent use of a directed content analysis and thematic approach was used to analyze included articles. Results: Three thousand three hundred ninety-five abstracts were identified. There was concordance between the 3 themes and categories identified in analyzing the 71 included articles. These were the host organization, mentoring stages, and evaluations. Conclusion: The data reveal the need for balance between ensuring consistency and flexibility to meet the individual needs of stakeholders throughout the stages of the mentoring process. The Generic Mentoring Framework provides a structured approach to “balancing” flexibility and consistency in mentoring processes. The Generic Mentoring Framework is reliant upon appropriate, holistic, and longitudinal assessments of the mentoring process to guide adaptations to mentoring processes and ensure effective support and oversight of the program.]]></description> <pubDate>Wed, 01 Jul 2020 00:00:00 GMT-05:00</pubDate> <citation><![CDATA[Journal of Continuing Education in the Health Professions. 40(3):158-168, July 2020. doi: 10.1097/CEH.0000000000000308]]></citation> <copyright><![CDATA[(C)2010 Lippincott Williams & Wilkins, Inc.]]></copyright> <guid isPermaLink="false">00005141-202004030-00003</guid> </item> </channel> </rss>