			Home About us Contact

Continuing Education Course (continuing + education_course)

Distribution by Scientific Domains

Medical Sciences	88%

Selected Abstracts

An updated history of the Teratology Society

BIRTH DEFECTS RESEARCH, Issue 5 2010
Thomas H. Shepard
BACKGROUND: The 49-year history of the Teratology Society is reviewed. An abbreviated history is outlined in table form, with listings of the Warkany Lectures, the Continuing Education Courses, and officers of the society. The original article was updated to include the years 2000 to 2010. METHODS: A year-by-year description of the events is given, including the scientific and social content of the annual meetings and changes in the business of the society, in many cases using comments from the past presidents. The valuable and unique diversity of the members is discussed and illustrated, presenting the disciplines and main research areas of the presidents. The number of submitted abstracts and the various categories are tabulated, averaging the number and type over successive periods. A significant increase in the number of abstracts dealing with epidemiology and developmental biology is evident. The society's development is compared to that of a human, and the question was asked by Shephard et al. (2000): Have we reached the maturational stage of old age or senescence, or is the society still maturing gracefully? This question needs further discussion by all the members. By 2010, many positive changes are happening to revitalize the society. RESULTS: During the past 50 years, we have developed the scientific basis to prevent birth defects caused by rubella, alcoholism, and folate deficiency, as well as other prenatal exposures. We are now taking advantage of advances in many fields to begin shaping the Teratology Society of the 21st century. CONCLUSIONS: We must now engage in political battles to obtain the resources needed to conduct further research and to implement prevention programs, as well as to provide care and rehabilitation for persons with birth defects. Birth Defects Research (Part A), 2010. © 2010 Wiley-Liss, Inc. [source]

Knowledge of oral health professionals of treatment of avulsed teeth

DENTAL TRAUMATOLOGY, Issue 6 2006
Nestor Cohenca
Abstract,,, The management and immediate treatment of an avulsed permanent tooth will determine the long-term survival of the tooth. The aim of this study was to evaluate the knowledge of oral health professionals on the new guidelines for emergency treatment of avulsed teeth. A 12-item questionnaire was distributed among general dentists, specialists, dental hygienists and dental assistants attending Continuing Education courses at the School of Dentistry, University of Southern California, between 2003 and 2004. This study reports only on the general practitioners who comprised 83% of the participants. The results revealed an uneven pattern of knowledge among them regarding the emergency management of an avulsed tooth. Statistically significant associations were related to the participants' previous dental trauma education and their age. In conclusion, there is a need to improve the knowledge of general dentists in the current guidelines for emergency treatment of avulsed teeth. [source]

Effectiveness of interventions to promote continuing professional development for dentists

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2003
Helen A Best
Background:, Continuing education is incumbent upon dentists as health professionals, but its promotion may be required, particularly in order to ensure regular professional updating. Continuing professional development may be delivered in a variety of ways, and new strategies and techniques must be evaluated for effectiveness. Aim:, To evaluate the effectiveness of two interventions utilizing the philosophies and techniques of the discipline of Quality Improvement. Method:, A self-assessment instrument (a manual) for quality dental practice was developed using the Delphi technique. A randomized, controlled trial of the interventions was conducted under field conditions for dental practice in Victoria, Australia. Dentists in Test Groups 1 and 2 completed the self-assessment manual, and received relevant references and their own scores for the manual in comparison with empirical standards. Dentists in Test Group 1 also attended a continuing education course on Quality Improvement. Dentists in Control Group 1 completed the manual only and received feedback of their scores. Dentists in Test Groups 1 and 2, and in Control Group 1 completed the manual again after 1 year as a post-intervention follow-up. Dentists in Control Group 2 completed the manual only at 1 year. Results:, The intervention involving self-assessment, receipt of scores and references for the manual resulted in modest improvements in total scores for dentists after 1 year, although a response bias was apparent. Conclusion:, An effective method of facilitating change in quality dental practice was identified. Assessment of strategies and techniques for professional development of dentists should include observation of patterns of participation. [source]

Can a long-term continuing education course in patient counselling promote a change in the practice of Finnish community pharmacists?

INTERNATIONAL JOURNAL OF PHARMACY PRACTICE, Issue 3 2003
Heli Kansanaho assistant in social pharmacy
ABSTRACT Objective To assess community pharmacists' perceptions of the impact of a long-term continuing education (CE) course on their patient counselling skills. Methods Three focus groups were conducted with the course participants (n = 17) during the last module of the CE course. Data were analysed using computer software for qualitative analysis. Key findings The focus groups revealed eight preliminary categories that were further categorised into four themes related to the learning process in patient counselling skills. The first theme related to achieving the learning objectives. The second related to personal development, understanding principles of two-way communication, and problems in their implementation in practice. The third theme related to actions taken by the participants in their work place, and the fourth involved the potential conflict between the new skills gained and the traditional communication culture in the participant's pharmacy. Conclusion The CE course provided the community pharmacists with new skills and knowledge in patient counselling and collective in-house training. The findings show that the greatest challenge is to change the communication culture of the pharmacy. To achieve this, it may be necessary for more than one pharmacist from the same pharmacy to participate in the training process at the same time. [source]

Oral Cancer Knowledge and Opinions Among Maryland Nurse Practitioners

JOURNAL OF PUBLIC HEALTH DENTISTRY, Issue 3 2001
Piya Siriphant DDS
Abstract Objectives: As part of a Maryland statewide oral cancer needs assessment, a census of adult and family practice nurse practitioners was conducted to determine their knowledge of oral cancer risk factors, diagnostic procedures and related opinions. Methods: Information was obtained through a pretested, 40-item, self-administered mail questionnaire of 389 nurse practitioners. A second complete mailing was sent three weeks after the initial mailing; two postal card reminders were mailed at 10 and 17 days after the second mailing, which yielded a response rate of 56 percent. Results: Most nurse practitioners identified the use of tobacco, alcohol, and prior oral cancer lesions as real risk factors. But only 35 percent identified exposure to the sun as a risk for lip cancer. Respondents were not overly knowledgeable about the early signs of oral cancer, most common forms, or sites for oral cancer. Only 19 percent believed their knowledge of oral cancer was current. Nurse practitioners who reported having a continuing education course on oral cancer within the past two to five years were 3.1 times more likely to have a high score on knowledge of risk factors and 2.9 times more likely to have a high score on knowledge of both risk factors and of diagnostic procedures than were those who had never had a continuing education course. Conclusions: The reported knowledge of oral cancer, in conjunction with opinions about level of knowledge and training, point to a need for systematic educational updates in oral cancer prevention and early detection. [source]

Knowledge to action: Scholarship for faculty and staff

THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 1 2009
FAAPArticle first published online: 13 MAR 200, FRCPC, Savithiri Ratnapalan MBBS
Abstract Introduction: This study was undertaken to evaluate the influence of a continuing education course in facilitating the development and implementation of educational projects of course participants. Methods: This is a case study evaluating a full-year course that consisted of 11 monthly seminars, each 4 hours in length, including practice in a computer laboratory. The class size was limited to 12 participants. Needs-assessment surveys at the beginning of the course, student evaluations, and midterm and final progress reports were analyzed. Results: Seven staff physicians, 3 clinical fellows, a nurse educator, and a research assistant enrolled in the course. Initial needs-assessment surveys indicated that most people had adequate computer skills,11 (90%),but only 2 (17%) were able to type well, 11 (90%) had no statistical knowledge, and 10 (83%) had limited literature-searching skills. The mean score on speaker evaluations for lectures was 4.5 on a scoring scheme of 1,5 where 1 was poor and 5 was outstanding. Ten participants (83%) had a complete proposal for an educational project written by midterm. Nine participants applied for external grants and 2 of them received external funding for their projects. Five participants (42%) completed a publishable educational project by the end of the 11-month course, and submitted it for presentation at scientific meetings. Discussion: Like many adults, health care professionals experience limited time for involvement in formal education. This study shows that a limited-time-commitment course could facilitate health care professionals to develop and successfully implement educational projects translating ideas into action. [source]

Comprehensive evaluation of an online tobacco control continuing education course in Canada

THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 4 2008
Kirsten E. Sears MHSc
Abstract Introduction: To respond to the increasing need to build capacity for planning, implementing, and supporting tobacco control strategies, an evidence-based, online continuing education (CE) course aimed at Canadian public health professionals was developed. The purpose of this study was to comprehensively evaluate the course, Tobacco and Public Health: From Theory to Practice (http://tobaccocourse.otru.org). Methods: Rossett and McDonald's revision of Kirkpatrick's four-level evaluation model for training programs guided the evaluation design. A pre-, post-, and follow-up single group design assessed immediate reactions to course modules, knowledge change and retention, practice change, and overall perceived value of the course. Six external peer reviewers evaluated course module content. Results: Fifty-nine participants completed all three course modules and the final online questionnaire at time 3, representing a response rate of 78%. Significant knowledge gains occurred between times 1 and 2 (p < 0.001). Although time 3 scores remained higher than time 1 scores for each module (p < 0.001), they decreased significantly between times 2 and 3 (p < 0.001). The majority of participants (93%) felt the topics covered were useful to their daily work. All but one participant felt the course was a good investment of their time, and nearly all participants (97%) stated they would recommend the course to others. Peer reviewers found that module content flowed well and was comprehensive. Discussion: This comprehensive evaluation was valuable both for assessing whether course goals were achieved and for identifying areas for course improvement. We expect this design would be a useful model to evaluate other online continuing education courses. [source]

Questionnaire survey on the use of rotary nickel,titanium endodontic instruments by Australian dentists

INTERNATIONAL ENDODONTIC JOURNAL, Issue 4 2004
P. Parashos
Abstract Aim, To ascertain the extent of the adoption and use of rotary nickel,titanium (NiTi) instruments and techniques in general dental practice and specialist endodontic practice in Australia in 2001. Methodology, A questionnaire survey comprising 43 questions was developed by first creating questions, then pilot testing with 10 postgraduate students in endodontics, followed by a final revision. The final series of questions covered demographics, patterns of rotary NiTi usage, issues associated with NiTi usage and training in NiTi use. The sampling frame was 908, comprising 64 endodontists and 844 general dentists. Results, The overall response rate was 87%. Rotary NiTi instruments were used by 22% of general dentists and 64% of endodontists. The two main reasons for not using rotary NiTi were ,no perceived advantage' and ,too fragile'. Instrument fracture had been experienced by 74% of respondents, and 72% of these had fractured one to five files for the two main perceived reasons of ,excessive pressure on the file' and ,over-usage'. The next two most common problems encountered were ,binding' (53%) and ,ledging' (45%). Very high proportions of positive experiences were noted. Most respondents (73%) had attended one or more continuing education courses, most of which were provided by dental supply companies (64%). Conclusions, The results indicate a sensible and responsible approach to the incorporation of rotary NiTi instruments and techniques into root canal treatment. Dentists were aware of the limitations of the new technology, but were taking steps to become familiar with the properties and behaviour of the instruments. Instrument fracture was common, but it was of low frequency and did not deter dentists from using the technology. [source]