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Continuing Medical Education (continuing + medical_education)

Distribution by Scientific Domains
Medical Sciences100%
Distribution within Medical Sciences
Cardiovascular Disease8%
Geriatric Medicine3%

Terms modified by Continuing Medical Education

  • continuing medical education program
    		•

    Selected Abstracts

    Dermatologists Perform More Skin Surgery Than Any Other Specialist: Implications for Health Care Policy, Graduate and Continuing Medical Education

    DERMATOLOGIC SURGERY, Issue 3 2008
    RANDALL K. ROENIGK MD
    First page of article [source]

    Continuing Medical Education (CME) Information

    EUROPEAN JOURNAL OF HAEMATOLOGY, Issue 2010
    Article first published online: 16 JUN 2010
    No abstract is available for this article. [source]

    Continuing Medical Education and Disclosures

    HEPATOLOGY, Issue S4 2009
    Article first published online: 23 SEP 200
    First page of article [source]

    Continuing Medical Education, Continuing Professional Development, and Knowledge Translation: Improving Care of Older Patients by Practicing Physicians

    JOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 10 2006
    David C. Thomas MD
    Many community-based internists and family physicians lack familiarity with geriatrics knowledge and best practices, but they face overwhelming fiscal and time barriers to expanding their skills and improving their behavior in the care of older people. Traditional lecture-and-slide-show continuing medical education (CME) programs have been shown to be relatively ineffective in changing this target group's practice. The challenge for geriatrics educators, then, is to devise CME programs that are highly accessible to practicing physicians, that will have an immediate and significant effect on practitioners' behavior, and that are financially viable. Studies of CME have shown that the most effective programs for knowledge translation in these circumstances involve what is known as active-mode learning, which relies on interactive, targeted, and multifaceted techniques. A systematic literature review, supplemented by structured interviews, was performed to inventory active-mode learning techniques for geriatrics knowledge and skills in the United States. Thirteen published articles met the criteria, and leaders of 28 active-mode CME programs were interviewed. This systematic review indicates that there is a substantial experience in geriatrics training for community-based physicians, much of which is unpublished and incompletely evaluated. It appears that the most effective methods to change behaviors involved multiple educational efforts such as written materials or toolkits combined with feedback and strong communication channels between instructors and learners. [source]

    New Journal Continuing Medical Education (CME) Program

    MOVEMENT DISORDERS, Issue 11 2006
    Guenther Deuschl
    [source]

    Learning to collaborate: A case study of performance improvement CME

    THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 3 2008
    Marianna B. Shershneva MD
    Abstract Introduction: Performance Improvement Continuing Medical Education (PI CME) is a mechanism for joining quality improvement (QI) in health care to continuing medical education (CME) systems together. Although QI practices and CME approaches have been recognized for years, what emerges from their integration is largely unfamiliar, because it requires the collaboration of CME providers and stakeholders within the health care systems who traditionally have not worked together and may not have the same understanding of QI issues to close performance gaps. This study describes how an academic institution and a community-based primary care practice collaborated to enhance patient care in the area of hypertension. It offers lessons learned from a PI CME activity in the area of hypertension. Methods: This was an observational case study. Data were collected through interviews, observations of educational events, and review of documents such as learning logs, which were designed to: (1) help physicians learn and change, (2) satisfy requirements for CME credit, (3) serve as the basis for reimbursement, and (4) provide data for the case study. Results: Nine clinicians from one clinic completed the PI CME activity, achieved measurable improvements in their practice, and contributed to systems change. The study highlighted (1) the value of shared goals and agreement on the process among the participants, planners, and others involved; (2) the advantage of a multidisciplinary approach; (3) the importance of supporting clinicians' continuing motivation to participate; and (4) the need to allow sufficient time to enable the initiative to evolve. Discussion: PI CME required unprecedented collaboration between CME planners and QI stakeholders to enable change in clinical practice. [source]

    Making self-assessment more effective

    THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 1 2008
    Robert M. Galbraith MD
    Abstract Self-assessment has been held out as an important mechanism for lifelong learning and self-improvement for health care professionals. However, there is growing concern that individual learners often interpret the results inaccurately. This idea has led to skepticism that self-assessment in its current form can ever be truly useful for lifelong professional development. We examine the proposal that self-assessment can and should be made more effective. First, relevance should be improved. The process should be tied more explicitly to the individual's actual practice profile, rather than being loosely relevant to broader constructs around the permitted scope of practice (eg, certification or licensure). In addition, self-assessment should include not only knowledge and reasoning but also what is done every day in practice, thereby broadening from competence in simulated settings to performance in real settings. Second, the impact of self-assessment should be substantially strengthened by periodic external validation of self-assessment results, together with goals set as a result and plans for further improvement. This offers to the individual the very tangible benefit of satisfying external mandates (eg, licensure and certification). In addition, impact should be reinforced by linking the results of self-assessment to subsequent learning activities including Continuing Medical Education (CME). Although these enhancements individually may not cure all of what ails self-assessment, they might ensure greater effectiveness for the purposes of lifelong learning. [source]

    The need for specialty curricula based on core competencies: A white paper of the conjoint committee on continuing medical education

    THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 2 2007
    Marcia J. Jackson PhD
    Abstract Introduction: At present there is no curriculum to guide physician lifelong learning in a prescribed, deliberate manner. The Conjoint Committee on Continuing Medical Education, a group representing 16 major stakeholder organizations in continuing medical education, recommends that each specialty society and corresponding board reach consensus on the competencies expected of physicians in that specialty. Experts in a specialty will define content-based core competencies in the areas of patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice. These competencies, when cross-referenced with expertise, comprise a framework for specialty curricula and board maintenance of certification programs. The American Academy of Ophthalmology and the American Board of Ophthalmology already have implemented this recommendation. Their work is reported as a model for further development. A competency-based curriculum framework offers a foundation for continuing medical education in diverse practice settings and provider organizations. [source]

    Abstracts from the Proceedings of the Research in Continuing Medical Education session of the 2007 spring meeting, Copper Mountain, Colorado

    THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 2 2007
    Craig M. Campbell MD
    The following abstracts were peer-reviewed for presentation and publication. They were edited by Craig M. Campbell, MD, chairman, Research Committee, Society for Academic Continuing Medical Education. [source]

    A systematic review of evaluation in formal continuing medical education

    THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 1 2007
    Jing Tian MD
    Abstract Introduction: Physicians spend a considerable amount of time in Continuing Medical Education (CME) to maintain their medical licenses. CME evaluation studies vary greatly in evaluation methods, levels of evaluation, and length of follow-up. Standards for CME evaluation are needed to enable comparison among different studies and to detect factors influencing CME evaluation. Methods: A review of the CME evaluation literature was conducted on primary research studies published from January 2000 to January 2006. Studies assessing only satisfaction with CME were excluded, as were studies where fewer than 50% of the participants were practicing physicians. Thirty-two studies were included in the analyses. Determinations were made about evaluation methods, outcome measures, and follow-up assessment. Results: Only 2 of 32 reviewed studies addressed all evaluation levels: physician changes in knowledge and attitudes (level 2), practices (level 3), and improved patient health status (level 4). None of the studies using self-developed instruments (n = 10) provided reliability and validity information. Only 6 studies used validated scales. Twenty studies had a follow-up period of 6 months or less, and 11 had a follow-up period between 1 and 2 years. Discussion: A gold standard for evaluating the effectiveness of CME would include assessment of all 4 levels of evaluation. A valid, reliable, and adaptable CME evaluation questionnaire addressing variables in the second level is needed to allow comparison of effectiveness across CME interventions. A minimum 1-year postintervention follow-up period may also be indicated to investigate the sustainability of intervention outcomes. [source]

    Continuing Medical Education: Sexual Function: Diagnosis and Management of Sexual Dysfunction

    THE JOURNAL OF SEXUAL MEDICINE, Issue 8 2010
    Article first published online: 2 AUG 2010
    No abstract is available for this article. [source]

    Continuing Medical Education: Sexual Function: Diagnosis and Management of Sexual Dysfunction

    THE JOURNAL OF SEXUAL MEDICINE, Issue 5 2010
    Article first published online: 23 APR 2010
    No abstract is available for this article. [source]

    Continuing Medical Education: Sexual Function: Diagnosis and Management of Sexual Dysfunction

    THE JOURNAL OF SEXUAL MEDICINE, Issue 4pt1 2010
    Article first published online: 7 APR 2010
    No abstract is available for this article. [source]

    Continuing Medical Education: Sexual Function: Diagnosis and Management of Sexual Dysfunction

    THE JOURNAL OF SEXUAL MEDICINE, Issue 12 2009
    Article first published online: 24 NOV 200
    [source]

    Continuing Medical Education: Sexual Function: Diagnosis and Management of Sexual Dysfunction

    THE JOURNAL OF SEXUAL MEDICINE, Issue 11 2009
    Article first published online: 29 OCT 200
    [source]

    Continuing Medical Education: Sexual Function: Diagnosis and Management of Sexual Dysfunction

    THE JOURNAL OF SEXUAL MEDICINE, Issue 10 2009
    Article first published online: 6 OCT 200
    [source]

    Continuing Medical Education: Sexual Function: Diagnosis and Management of Sexual Dysfunction

    THE JOURNAL OF SEXUAL MEDICINE, Issue 8 2009
    Article first published online: 27 JUL 200
    [source]

    Continuing Medical Education: Sexual Function: Diagnosis and Management of Sexual Dysfunction

    THE JOURNAL OF SEXUAL MEDICINE, Issue 7 2009
    Article first published online: 24 JUN 200
    [source]

    Continuing Medical Education: Sexual Function: Diagnosis and Management of Sexual Dysfunction

    THE JOURNAL OF SEXUAL MEDICINE, Issue 5 2009
    Article first published online: 27 APR 200
    [source]

    Continuing Medical Education: Sexual Function: Diagnosis and Management of Sexual Dysfunction

    THE JOURNAL OF SEXUAL MEDICINE, Issue 4 2009
    Article first published online: 25 MAR 200
    [source]

    Continuing Medical Education: Sexual Function: Diagnosis and Management of Sexual Dysfunction

    THE JOURNAL OF SEXUAL MEDICINE, Issue 3 2009
    Article first published online: 24 FEB 200
    [source]

    Continuing Medical Education: Sexual Function: Diagnosis and Management of Sexual Dysfunction

    THE JOURNAL OF SEXUAL MEDICINE, Issue 9 2008
    Article first published online: 2 SEP 200
    [source]

    Continuing Medical Education: Sexual Function: Diagnosis and Management of Sexual Dysfunction

    THE JOURNAL OF SEXUAL MEDICINE, Issue 3 2008
    Article first published online: 25 FEB 200
    [source]

    Continuing Medical Education: Sexual Function: Diagnosis and Management of Sexual Dysfunction

    THE JOURNAL OF SEXUAL MEDICINE, Issue 6 2007
    Article first published online: 23 OCT 200
    [source]

    Geriatric Emergency Medicine Educational Module: Abdominal Pain in the Older Adult

    ACADEMIC EMERGENCY MEDICINE, Issue 2009
    Lowell Gerson
    The Society for Emergency Medicine (SAEM) Geriatrics Task Force has created an instructional tool to address the complaint of abdominal pain in older adults presenting to the emergency department (ED). This is the first module in a comprehensive, web-based geriatric emergency medicine curriculum that will address common syndromes in older adults presenting to the ED. There is no formal, residency-based curriculum in geriatric emergency medicine and there is a paucity of geriatric Continuing Medical Education (CME) opportunities for practicing emergency physicians. The amount, quality, and convenience of geriatrics training available to emergency physicians is insufficient. This educational gap is particularly concerning given the ever-growing volume of older adult emergency patients. The Task Force chose to focus first on geriatric abdominal pain because a survey of emergency physicians in the mid 1990s found that it is one of the most difficult complaints to evaluate and manage. The module comprises of six clinical cases with a pre- and post-test. Together, these cases encompass the broad differential diagnosis for geriatric abdominal pain and the core medical knowledge pertaining to the subject. The modules will expose the learner, through either content or modeling, to the six Accreditation Council for Graduate Medical Education (ACGME) core competencies and to the Principles of Geriatric Emergency Medicine including rapid evaluation of functional status, communication skills, and consideration of the effect of polypharmacy and co-morbidity on the presenting complaint. This module will be available to residency programs as an "asynchronous educational session" via the Council of Emergency Medicine Residency Directors (CORD) website as well as to practicing emergency physicians via the SAEM and American College of Emergency Physicians (ACEP) websites. [source]

    The Emergency Physician and Knowledge Transfer: Continuing Medical Education, Continuing Professional Development, and Self-improvement

    ACADEMIC EMERGENCY MEDICINE, Issue 11 2007
    Barbara J. Kilian MD
    A workshop session from the 2007 Academic Emergency Medicine Consensus Conference, Knowledge Translation in Emergency Medicine: Establishing a Research Agenda and Guide Map for Evidence Uptake, focused on developing a research agenda for continuing medical education (CME) in knowledge transfer. Based on quasi-Delphi methodology at the conference session, and subsequent electronic discussion and refinement, the following recommendations are made: 1) Adaptable tools should be developed, validated, and psychometrically tested for needs assessment. 2) "Point of care" learning within a clinical context should be evaluated as a tool for practice changes and improved knowledge transfer. 3) The addition of a CME component to technological platforms, such as search engines and databases, simulation technology, and clinical decision-support systems, may help knowledge transfer for clinicians or increase utilization of these tools and should, therefore, be evaluated. 4) Further research should focus on identifying the appropriate outcomes for physician CME. Emergency medicine researchers should transition from previous media-comparison research agendas to a more rigorous qualitative focus that takes into account needs assessment, instructional design, implementation, provider change, and care change. 5) In the setting of continued physician learning, barriers to the subsequent implementation of knowledge transfer and behavioral changes of physicians should be elicited through research. [source]

    Evaluation of a training to improve management of pediatric overweight

    THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 4 2005
    Josephine Hinchman MPH Research Associate
    Abstract Introduction: Despite widespread concern about pediatric obesity, health care professionals report low proficiency for identifying and treating this condition. This paper reports on the evaluation of pediatric overweight assessment and management training for clinicians and staff in a managed care system. The training was evaluated for its impact on assessment practices and utilization of management tools. Methods: A delayed-control design was utilized to measure the effects of two 60-minute interactive Continuing Medical education (CME) trainings for the pediatric health care teams. Chart abstraction was conducted at 0-, 3- and 6-months after training, recording the proportion of charts containing the recommended assessment methods and management tools. Results: The training was associated with a significant increase in the utilization of some tools and practices, including charting BMI-for-age percentile (p<0.001) and using a nutrition and activity self-history form (p<0.001). Overall, from baseline to 3-months post training, charting BMI-for-age percentiles increased from zero to 25.2% and utilization of the self-history form increased from zero to 35.3%. These increases were sustained at 6-months post training. Other tools guiding clinician counseling were less widely utilized, although a behavioral prescription pad was used with 20% of overweight patients. Discussion: A modest investment in clinician and staff training designed to be feasible in a clinical setting was associated with substantial increases in the use of appropriate tools and practices for the assessment and management of pediatric overweight. Such training may help to augment and improve the processes of pediatric health care delivery for addressing overweight. The training provides a viable model for future CME efforts in other health care settings. [source]

    Continuing medical education in pediatric anesthesia , a theoretical overview

    PEDIATRIC ANESTHESIA, Issue 8 2008
    NIGEL MCBETH TURNER MB ChB PhD FRCA EDICMArticle first published online: 8 JUL 200
    Summary The importance of continuing medical education (CME) as a method of improving the quality of care of children undergoing anesthesia is universally recognized. This article, which is based on a presentation at the FEAPA European Conference on Paediatric Anaesthesia in September 2007 in Amsterdam, gives a theoretical overview of continuing education and introduces some generic educational concepts, such as the CRISIS-criteria and Kirkpatrick's evaluation model, which are as relevant to pediatric anesthesia as to other areas of medical practice. The terms CME and continuing professional develop are described. Some consideration is given to how anesthesiologists can assess the potential worth of an educational activity for their practice. No attempt will be made to judge particular educational activities, as the choice of the most appropriate activity rests primarily with the individual. [source]

    Representational fluency in HIV clinical practice: A model of instructor discourse

    THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 3 2007
    Mary A. Banach PhD
    Abstract Introduction: Clinicians treating human immunodeficiency virus (HIV) patients are expected to stay up-to-date with rapidly changing knowledge and practice. Continuing medical education (CME) programs are one source of new knowledge about HIV clinical management. Little is known about instructor-participant discourse in HIV CME programs and whether or how instructors model their decision-making strategies. Methods: Discussions about clinical cases between instructors and participants in attendance at a HIV CME program were videotaped, transcribed, segmented, and coded, focusing on the participants' questions and the instructor's responses. Results: Twenty-four case studies involving four instructors and 45 participants (54% infectious disease clinicians and 46% general practitioners) were analyzed. Five case studies are presented herein to illustrate how the instructors use the participants' questions and case studies to model cognitive processing and decision making in HIV treatment practice. Discussion: This article provides a model of interactive and practice-based teaching discourse in the context of an HIV CME activity. Throughout this discourse the instructors model the fluent use of representations for the CME learners and provide a safe environment where participants can share their misunderstandings. [source]

    Epitaph for the Lone Ranger, MD: Adapting continuing medical education to the twenty-first century

    THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue S1 2004
    Chief Executive Officer, Dr. Mark D. Smith MD, MBA President
    Abstract Continuing medical education (CME) is plagued by outdated ideas about how physicians should use information in treating their patients. To maintain relevance, CME programs must develop a new approach to teaching that acknowledges the realities of twenty-first century health care and offers physicians a better way to learn. [source]