Dissertations / Theses: 'Continuing medical education'

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Singleton, Andrew John. "The role of continuing medical education in the continuing education of GPs : changing discourses, continuing practices." Thesis, Brunel University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425780.

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Tian, Jing. "Instrument development for continuing medical education evaluation." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7416.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Public and Community Health. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Dixon, Corrina Aloyse. "Accommodating women's learning in continuing medical education." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2447.

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The purpose of this project was to present continuing medical education providers with a handbook that presents current perspectives on women's learning and suggests practice guidelines that can be incorporated into the planning of existing and future medical education activities.

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Alghamdi, Awatif Mohammed S. "Challenges of continuing medical education in Saudi Arabia's hospitals." Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1774.

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Background Health care professionals are responsible for maintaining their proficiency throughout their careers. Continuing medical education (CME) is an integral part of the medical profession that aims to enhance physicians’ knowledge and skills. Health care services in Saudi Arabia are expanding rapidly. However, the country is struggling to cope with a shortage of competent health professionals. CME in the Kingdom is facing some challenges that are preventing learning programmes from responding appropriately to professionals’ demands and needs, and to the complexity of health care. Research questions The research questions addressed in this thesis are: 1. What is the current status of continuing medical education in Saudi Arabian governmental hospitals? 2. What are the barriers preventing continuing medical education from implementing competitive learning programmes? 3. How might Saudi culture be influencing the health context and how does this impact upon the field of CME? Methodology This study adopted a mixed methods approach supplemented by ethnography. Two forms of individual, semi-structured interviews targeted two groups of respondents; the interviews were followed up by a questionnaire (sent by email) listing all the challenges to CME identified by the interviewees, and asking the participants to rank them in order of importance. In addition, observation was conducted throughout the fieldwork. Sampling Three public hospitals were selected from different geographical areas (N=3). Judgemental approach resulted in the selection of 33 medical education representatives from different medical and paramedical departments (N=33). Purposive sampling resulted in the selection of 11 medical librarians (N=11). Results The major CME challenges were identified and grouped into four themes: 1. Management, including the lack of knowledge on the part of decision makers about the importance of lifelong learning, and their influence over learning programmes. 2. Poor status of medical libraries, in terms of location, space and services provided. 3. Lack of transparency in the CME budget, which leads to a too close relationship between the pharmaceutical industry and physicians. 4. Diversity of staff, including their different training backgrounds, and their resistance to making changes in their performance after training. Discussion and conclusions The study found a strong correlation between health stakeholders’ lack of managerial skills and knowledge of the significance of CME and the learning programme limitations in Saudi Arabia; this factor also received the highest ranking by the participants in the study. 3 Hospital officials lack the necessary knowledge about the importance of CME, and lifelong learning has become complex. Their negative attitude towards learning has resulted in several challenges: some of these have been identified in this study, including a lack of support for the learning process in hospitals, an inability to motivate staff to continue developing their skills, and a lack of transparency when allocating budgets to learning elements, including CME and library services. This ambiguity has resulted in poor libraries and a heavy reliance on pharmaceutical industry sponsorship for CME events and medical professionals’ trips, which can affect the quality of the events and/or cause bias. The study has also clarified the issue of staff diversity. Although the majority of health care professionals are foreigners, the concern is that health care stakeholders are recruiting professionals from developing countries where the quality of health care and training might be low. Despite the varied training and educational backgrounds among the staff, no efforts have been made to design learning programmes that meet their actual and wide-ranging needs. Rather, current activities are based on desires and wishes of chiefs of medical departments.

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Nikkarinen, Tuuli. "Evaluation model for continuing medical education : a case study." Helsinki : University of Helsinki, 2002. http://ethesis.helsinki.fi/julkaisut/laa/kansa/vk/nikkarinen/.

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Stueland-Adamski, Nancy M. "Factors that influence physicians' selection of continuing medical education activities." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007stueland-adamskin.pdf.

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Leung, Kit Hang. "Reflective learning in a Continuing Medical Education e-learning context." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32613.

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Abstract The lack of a practical operational definition of "reflective learning" suitable for characterizing observations of performance is widely acknowledged. This definition is needed for observing and documenting reflective practice in research, education, and continuing professional development. The current exploratory research aims to operationalize "reflective learning" using a conceptual framework based on a comprehensive review of the relevant literature, and to validate this framework in the context of a medium-large scale study of brief self-directed e-learning activities in continuing medical education. Properties of reflective learning were identified in a literature review on reflective learning and higher order thinking. These properties were structured and represented in a conceptual framework, herein called the Reflective Learning Framework. Then, this framework was revised, and a related coding scheme was tested in a pilot study. The revised framework was validated in a qualitative multiple case study that involved 473 family physicians participating in writing comments and interviews. The written comments resulted in 1,776 comment cases, and 253 interview cases. A comment case was defined as one family physician reading, rating, and commenting on one research-based synopsis online. An interview case was defined as one family physician reading and rating a synopsis online, and then explaining the rationale of his/her rating. Using thematic analysis and the framework-related coding scheme, cognitive tasks observed in these cases were categorized. Then, using cross case analysis, frequency counts of each category in all cases were compared in matrices.
Résumé L'absence d'une définition opérationnelle de l'apprentissage réflexif est habituellement reconnue. Cette définition est nécessaire pour observer et documenter la pratique réflexive en recherche, en éducation et en développement professionnel continu. La présente recherche explicative vise à opérationnaliser l'apprentissage réflexif avec un cadre conceptuel et à valider ce cadre dans le contexte des activités de formation en ligne en éducation médicale continue (e-learning). Une revue de la littérature sur l'apprentissage réflexif et le « higher order thinking » a permis d'identifier les caractéristiques de l'apprentissage réflexif. Ces caractéristiques ont été organisées et représentées dans un cadre conceptuel (Reflective Learning Framework). Ce cadre conceptuel et la grille de codage correspondante ont été révisés lors d'une étude pilote. Le cadre conceptuel révisé a ensuite été validé par une étude qualitative de cas multiples qui incluait des cas « commentaires » fournis par 473 médecins de famille, et des cas « entrevues » fournis par 40 médecins de famille et six médecins spécialistes. Concernant les commentaires, un cas est défini comme étant un médecin de famille qui lit, évalue et commente, sur Internet, un synopsis d'article de recherche. Concernant les entrevues, un cas est défini comme étant un médecin de famille qui lit et évalue un synopsis sur Internet, et qui explique la logique sur laquelle repose son évaluation. Les commentaires écrits ont contribué à 1.776 cas « commentaires », et les transcriptions d'entrevues à 253 cas. Une analyse thématique fondée sur le cadre conceptuel et$

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Bogutska, N. K. "Еffectiveness of pediatric respiratory medicine training in continuing medical education." Thesis, БДМУ, 2021. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/17932.

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Folstein, Steven M. "The use of web 2.0 technologies to support continuing medical education." [Denver, Colo.] : Regis University, 2010. http://adr.coalliance.org/codr/fez/view/codr:86.

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Al-Mansouri, Fatma Hayay. "Undergraduate and continuing medical education and the primary health care physician." Thesis, University of Aberdeen, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367367.

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The United Arab Emirates does not currently possess an adequate number of well trained Family Practitioners and only a small proportion of the medical work force are employed in Primary Care. Continuing medical education is important in Family Medicine and, to date, there has been no study in this subject carried out in the United Arab Emirates. It was decided to evaluate and assess the current situation within Family Medicine and the amount of continuing medical education received by medical practitioners in Abu-Dhabi. Accordingly, 3 studies were carried out to provide this information. Initially, a perspective, descriptive study was carried out, involving all Primary Care Practitioners. There was an 80% response, yielding 86 completed questionnaires. The study revealed a perceived low prestige for Family Medicine among Family Practitioners, over half of whom (58%), felt that they did not have the confidence of the public. Only 3% of Family Practitioners were Emirati Nationals. 23% had received training in Family Medicine but only 3% had formal qualifications. It is unlikely that the Government will spend large sums of money on the training of expatriate doctors through a residency programme but there should be a practical alternative. There is a clear need to increase the numbers of Emirati National doctors. It was seen as important to determine how medical students and Interns graduating from the United Arab Emirates University, made their career choices. A second, cross-sectional, descriptive study, was set up. A questionnaire was administered to all final year students in the Faculty of Medicine and Interns in the University hospital. There was an 80% return yielding 48 questionnaire for analysis. The leading reason for selecting a speciality was personal interest 85% and half of the respondents were of the opinion that there was no organised career structure in Family Medicine in the United Arab Emirates. 52% did not wish to enter Family Medicine although 85% appreciated the importance of this speciality. There was also a general feeling that Family Medicine was poorly organised within the Emirates (90%). Continuing medical education is a systematic attempt to facilitate change in doctors' practice. Differences observed over time in patients' health and in doctors' performance and their knowledge and skills, are the types of change that have been the focus of research in continuing medical education. Medical education is successful when it results in improved outcomes for patients, but there may not be much connection between traditional didactic instruction and improvement in clinical practice. Evidence suggests that continuing medical education activities that are learner focused, take place in small groups and adhere to the principles of adult learning, are beneficial to practising physicians and their patients. It was decided to carry out a study designed to ensure the effect of a practiced based, small group, continuing medical education programme on the knowledge and clinical practice of primary health care doctors in the management of hypertension. A randomised, controlled trial was carried out in four Primary Health Care Centres in Abu-Dhabi, two of which were designated as the intervention centres and the other two, the control centres. The first part of the study was the establishment of the intervention, which was a small-group, practice-based, continuing medical education programme (6 hours) in the care of hypertensive patients, relevant to primary care practice. The second part was a study of the effectiveness of the programme, obtained by an evaluation of knowledge and practice, three months before and three months after the intervention. There was no change in the knowledge of care of hypertensive patients between the control and intervention groups but there was evidence that the continuing education programme had changed some aspects of the clinical practice and the performance of primary health care doctors, in the management of hypertension. The results suggested that this form of medical education could be effective.

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Murray, Thomas Stuart. "Factors influencing the uptake of continuing medical education in general practice." Thesis, University of Glasgow, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318636.

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Esmaily, Hamideh Mohammadzadeh. "Outcome-based continuing medical education an intervention to improve rational prescribing /." Stockholm : Karolinska institutet, 2009. http://diss.kib.ki.se/2009/978-91-7409-710-8/.

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Curran, Vernon R. "A model for evaluating the effectiveness of computer-mediated continuing medical education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0005/NQ43254.pdf.

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Kelly, Moya Helen. "Evaluation of continuing medical education for general practitioners in the west of Scotland." Thesis, University of Glasgow, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301252.

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Saleta, Jennifer M. "The effects of utilizing high-fidelity simulation in medical residency programs." Thesis, St. John's University, School of Education and Human Services, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3537049.

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The purpose of this study was to examine the effects of utilizing high-fidelity simulation on the team performance, perceived level of learning, and satisfaction of resident physicians in a simulated cardiac resuscitation scenario. This study was significant because it filled a gap in the literature about how methods of education impact healthcare practitioners. While a body of research exists in education on adult learning principles, there are few studies on how applying adult learning principles to professional development is an effective method of instruction in healthcare.

A convenience sample of resident physicians from two hospitals that are part of a large health system was utilized for this study. Resident physicians participated in a simulated mock cardiac resuscitation scenario monthly. The Simulated Cardiac Resuscitation Team Performance Evaluation instrument was utilized to assess the team performance of the residents in the scenarios. A program evaluation form was administered to measure perceived level of learning and satisfaction with the simulation experience.

One-way multivariate analyses of variance were conducted to evaluate the relationships between year of residency and gender and the team performance score on the Simulated Cardiac Resuscitation Team Performance Evaluation. Significant differences were not found among the years of residency on the dependent measures. Significant differences were not found between the genders on the dependent measures. A one-way multivariate analysis of variance was conducted to evaluate the relationship between year of residency and the level of satisfaction and perceived level of learning of the resident physicians. Significant differences were not found among the three years of residency on the dependent measures. A one-way multivariate analysis of variance was conducted to evaluate the relationship between gender and the level of satisfaction and perceived level of learning of the resident physicians. Significant differences were not found between genders on the dependent measures. A one-way multivariate analysis of variance was conducted to evaluate the relationship between prior use of simulation and the level of satisfaction and perceived level of learning of the resident physicians. Significant differences were not found between prior use of simulation on the dependent measures.

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Frazier, Andrea P. "An Evaluation of Physician-to-Patient Communication Training in Medical Schools across the United States| A Status Report on the Nation's Efforts to Promote Health Literacy by Adding Health Literacy Courses to Medical School Curriculum." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561142.

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This research study employed a mixed method sequential approach and investigated the number of Schools of Medicine within the United States that offer health literacy as a component of their curriculum and a course of study within the academic setting. Data were gathered from medical school surveys and personal interviews. Curriculum content, learning objective, subject matter sequence, assessment, course schedule, and other relevant elements were evaluated as comparison components of the data collected from these two methods. This study focused solely on 71 of the 154 Schools of Medicine in the United States, inclusive of 126 of those awarding a Doctor of Medicine degree and 28 which offer a Doctor of Osteopathic Medicine degree. The study evaluated the status of the nation's effort to promote health literacy by adding courses in health literacy to medical school curriculum.

Surveys indicated evidence of a health literacy component in medical school curriculum, that the promotion of health literacy curriculum was being introduced to medical students during the first year of training, and a requirement for medical students years one through four, data revealed health literacy as a major concern within the U.S., and that both students and administrators were aware of the importance of the promotion of health literacy within medical school training. Use of telephonic interview for the qualitative portion of this research was employed to obtain factual information and to pursue in-depth information regarding the integration of health literacy curriculum in medical school training. Results from this segment of the research interview were used to facilitate both comparison and analysis points. Positive responses for this segment supported the findings of the descriptive quantitative results, yielding similar responses. Medical schools, or other health care training institutes considering implementing or expanding their curriculum, would benefit from this research in their efforts to address health literacy concerns.

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Sriharan, Abiramy. "Using realist approach to open the black box of global continuing medical education partnerships." Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669702.

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Segerman, Jill. "Residents' Perceptions of Classroom Situated E-learning for Medical Education." Thesis, Northcentral University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570241.

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Medical education helps ensure doctors acquire skills and knowledge needed to care for patients. However, resident duty hour restrictions have impacted time residents have for medical education, leaving resident educators searching for innovative options for effective medical education. Classroom situated e-learning, a blended learning delivery method, was created to find an effective option for medical education. Research has been conducted on the use of e-learning with residents. More limited research has been reported on the use of blended learning with residents. Research is needed regarding the use of classroom situated e-learning for resident education. Qualitative phenomenological research was used to understand residents' perceptions of the effectiveness of, and interactions in, classroom situated e-learning and traditional lectures. In-depth interviews were used for data collection. Research participants were nine residents who had participated in classroom situated e-learning and lecture based learning. Analysis of the data revealed all participants found classroom situated e-learning effective because it was problem based, provided access to an expert, was interactive, and conducted in a small group. Six of the nine participants provided an example of an effective lecture, which they found effective due to the inclusion of practical or applicable content and an engaging educator. Residents were asked to describe their interactions with the content, the educator, and other learners for classroom situated e-learning and traditional lectures. Their responses were analyzed and themes identified. The themes identified for interaction in classroom situated e-learning were, through the computer for interaction with the content; providing real world content, asking questions of the educator, and feedback for interaction with the educator; and discussion for interaction with other learners. The theme identified for traditional lectures was asking questions of the educator for interaction with the educator. The findings from this study demonstrated that participants' perceived classroom situated e-learning to be effective, and had a preference for interaction that included discussion with the educator and other learners. Recommendations for future research include a replication of this study with residents in other residency programs, and quantitative research comparing the learning outcomes of classroom situated e-learning with traditional lecture based learning.

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Nolley, Kevin A. "Factors influencing Indiana Psychiatric Society members in the selection of continuing medical education : an archival study." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318451.

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In the field of postgraduate medical education- there is a need for baseline information on what factors influence physicians in their selection of Continuing Medical Education (CME). Furthermore, there is an ever-growing need to learn how practitioners prefer their CME to he delivered and in what venue it should be offered. CME should represent what is understood about how physicians change behavior.The purpose of this study was to describe what factors influenced members of the Indiana Psychiatric Society in their attendance and selection of a particular Continuing Medical Education event. Using archival data from the 2004 Indiana Psychiatric Needs Assessment Survey. this study examined demographic variables—such as gender and age—and their influences on Continuing Medical Education. Moreover, using descriptive statistics, Pearson correlations. and Chi-square analyses. the research study also focused on the statistical relationships which existed between the nine various factors influencing attendance: price. location. interest in topic. outside attraction. personal invitation, speaker, deficiency of knowledge day of the week. and personal invitation. The 2004 Needs Assessment Survey was completed electronically by 80 members of the Indiana Psychiatric Society over a 60-day period during the summer of 2004.Several conclusions were derived from the major findings. Outside attraction was the most significant factor for participants selecting a CME activity. The mean average for outside attraction was 4.13 out of a possible five. This finding was the most important factor for both gender and age groups. Conversely, interest in topic was found to be the least significant value with an arithmetic mean score of 1.33 out a possible five. Using Pearson correlation analyses, a strong correlation was found to exist between interest in topic and speaker (.662. p<.01). The second strongest correlation was found between interest in knowledge and other colleagues attending. (.430. p<.01). Fifty out of 76 IPS members surveyed preferred (IMF to be delivered in a lecture format in a traditional one-hour format (31 out of 76).In recommendation as to future study, the researcher suggests employing qualitative research technique to better understand what can actually motivate physicians to change clinical behavior.
Department of Educational Studies

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Luconi, Francesca. "Exploring rural family physicians' learning from a web-based continuing medical education program on Alzheimer's disease: a pilot study." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22046.

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Physicians' online learning has been gaining attention in the continuing medical education (CME) literature. This descriptive multiple case study investigated rural family physicians's (RFPs) learning about early Alzheimer's disease (AD) from an online continuing medical education (OCME) program. To overcome common criticisms of lecture-based OCME programs, a problem-based collaborative approach was implemented. Eight RFPs, working in pairs and plenaries, completed the AD Program which lasted 9 months. A family physician with expertise in AD moderated the online discussions; an educator coordinated logistics and took the dual role of designer and researcher. The effectiveness of the program in supporting participants' learning about Alzheimer's disease and transfer to practice was evaluated at various levels: participation, satisfaction, learning, competence and performance. Data analysis included within- and cross-case analyses. Member checks, data triangulation, long-term observation and thick description were used to verify the quality of the study. Regarding learning, objective measures demonstrated a significant increase in declarative AD knowledge and improved problem solving of clinical cases focused on AD treatment. Self-reported measures provided evidence that the AD Program had an impact on the RFPs' reports of their clinical practice. Regarding the effectiveness of the Program, participants were uniformly satisfied, and would recommend it to their peers and to accreditation bodies mainly for its innovative design, interactivity and convenience of access. They said the most effective features were the educator's scaffolding, opportunities to practice, and collaborative plenary discussions. The least effective features were an unfriendly platform (i.e., WebCT), paired activities and, limited facilitation during online discussions. Variables that may have influenced learning and reports of transfer to practice were: (a) levels of computer literacy and
L'apprentissage en ligne des médecins capte de plus en plus l'attention dans la littérature en formation médicale continue. Cette étude descriptive de cas examine l'apprentissage du début de la maladie d'Alzheimer par les médecins de famille ruraux, à partir d'un programme en ligne de la formation médicale continue. Cette investigation englobe également l'analyse des huit cas, i.e. les huit participants. Afin de surmonter les critiques courantes sur l'enseignement magistral des programmes en ligne de la formation médicale continue, une approche par résolution de problèmes utilisant la collaboration fut mise en pratique. Huit médecins de famille ruraux, travaillant en paires et en plénière, ont complété en neuf mois le programme portant sur la maladie d'Alzheimer. Un médecin de famille, expert en maladie d'Alzheimer, a agi comme modérateur des discussions en ligne; une enseignante a coordonné la logistique et a assumé le double rôle de concepteur et de chercheur. L'efficacité du programme à soutenir l'apprentissage des participants concernant la maladie d'Alzheimer et le transfert à la pratique ont été évaluée à plusieurs niveaux : participation, satisfaction, apprentissage, compétence et performance. Des analyses de cas interne et transversal furent effectuées sur les données. La vérification par les participants, la triangulation des données, les observations à long terme, et les descriptions substantielles furent incluses afin d'assurer la qualité de l'étude. Quant à l'apprentissage, des mesures objectives ont démontré une augmentation significative des connaissances déclaratives et une amélioration dans la résolution de problèmes en cas cliniques centrés sur le traitement de la maladie d'Alzheimer. Des mesures fournies par les participants eux-mêmes ont démontré que le programme axé sur la maladie d' Alzheimer avait un impact sur les rapports de pratique clinique fournis par les médecins de famille ruraux. C

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Roberts, Candace Freeman. "The relationship between laterality and achievement on a bi-modal learning task in continuing medical education /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8712609.

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Richards, Karen A. "Development of an Instructional Design Model for Problem-Based Online Learning Environments in Continuing Medical Education." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/802.

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Traditional methods that emphasize didactics and rote learning seem deficient to some medical educators. These approaches typically emphasize knowledge acquisition and retention of little relevance to practice. To improve problem solving, knowledge retention, and transfer, the educational strategy and philosophy of problem-based learning (PBL) is being used in medical education on-ground, face-to-face settings. The information age and advances in information technology now provide exciting new online education alternatives for physicians wanting to use this method to meet lifelong learning needs. The challenge for the instructional designer is how to migrate established face-to-face instructional methods to the online environment. The goal of this dissertation was to provide a unique instructional design model that details criteria to guide the development of online PBL environments in continuing medical education (CME). The work addresses the following research questions: What influence should learning theory have on the instructional architecture of online PBL used to educate professionals in medical practice? How can computer technologies used in online instruction delivery incorporate relevant learning theories and cognitive principles to deliver effective online learning environments (OLEs) using the PBL method? What are the necessary elements in the development and implementation of a validated instructional design model for delivering online PBL in CME? This developmental research project also described how an OLE could be developed for physician continuing education in pain management along framework guidelines in order to illustrate concepts in the model and how it could be adapted to accommodate the course content of a particular medical specialty. Lessons learned in the process and implications for instructional design practice were discussed.

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Crandall, Sonia J. S. "A case study of physician performance in relation to participation in a continuing medical education program /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1989.

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Baker, Martha C. "A Descriptive Study of the View from the Top: Perspectives of Experts in Continuing Medical Education." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1565.

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This study describes and explains the perspectives of selected experts in continuing medical education (CME) and provides a glimpse at their lived experience. The theoretical frameworks are inclusive of constructivism and social constructivism reflecting the learning that takes place in medicine and that which occurs in the interview process. The voice of the researcher is heard through her professional role as a continuing medical education provider. The major elements of CME are identified as the role of accreditation and physician involvement in the design and delivery of CME; the primary influences as funding, physician involvement and accreditation; the significant issue is the expertise of CME providers; the future of CME is to be molded by the funding of CME, its providers and technology in continuing education venues. Performance improvement continuing medical education will continue to be the gold standard of accredited organizations. Implications for practice are many as the role of the CME provider changes to meet the expectations of the Accreditation Council for Continuing Medical Education, the Institute of Medicine and organizations such as the American Association of Medical Colleges and American Association of Colleges of Nursing. Future research studies could include the following: interviewing experts in similar work environments may provide more focused findings that would assist that particular segment of the profession and their respective institutions; a comparison of local and national providers may shed light on how similar or disparate they are in the design, delivery, measurement, and funding of CME; a prospective longitudinal study looking at the implementation and outcomes of the IOM initiative for conflict of interest in medicine, the IOM initiative for the redesign of continuing education in the health professions or interdisciplinary lifelong learning in the health professions as proposed by the AAMC and AACN; investigate the proposed Continuing Professional Development Institute in five to seven years to determine if it achieved the desired design and function, and finally, repeating this study with experts from the same categories in about ten years should reveal significant changes in continuing medical education as compared to the findings presented in the current study.

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Chesher, Douglas. "Exploring the use of a web-based virtual patient to support learning through reflection." Thesis, The University of Sydney, 2004. http://hdl.handle.net/2123/645.

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This thesis explores the support of learning through reflection, in the context of medical students and practitioners, working through a series of simulated consultations involving the diagnosis and management of chronic illness. A model of the medical consultative process was defined, on which a web-based patient simulation was developed. This simulation can be accessed over the Internet using commonly available web-browsers. It enables users to interact with a virtual patient by taking a history, examining the patient, requesting and reviewing investigations, and choosing appropriate management strategies. The virtual patient can be reviewed over a number of consultations, and the patient outcome is dependant on the management strategy selected by the user. A second model was also developed, that adds a layer of reflection over the consultative process. While interacting with the virtual patient users are asked to formulate and test their hypotheses. Simple tools are included to encourage users to record their observations and thoughts for further learning, as well as providing links to web-based library resources. At the end of each consultation, users are asked to review their actions and indicate whether they think their actions were critical, relevant, or not relevant to the diagnosis and management of the patient in light of their current knowledge. Users also have the opportunity to compare their activity to their peers or an expert in the case under study. Three formal cycles of evaluation were undertaken during the design and development of the software. A number of clinicians were involved in the initial design to ensure there was an appropriate structure that matched clinical practice. Formative evaluation was conducted to review the usability of the application, and based on user feedback a number of changes were made to the user interface and structure of the application. A third, end user, evaluation was undertaken using a single case concerning the diagnosis and management of hypertriglyceridaemia in the context of Type 1B Glycogen Storage Disease. This evaluation involved ten medical students, five general practitioners and two specialists. The evaluation involved observation using a simplified think-aloud, as well as administration of a questionnaire. Users were engaged by the simulation, and were able to use the application with only a short period of training. Usability issues still exist with respect to the processing of natural language input, especially when asking questions of the virtual patient. Until such time that natural language recognition is able to provide satisfactory performance, alternative, list-based, methods of interaction will be required. Evaluation involving medical students, general practitioners, and specialist medical practitioners demonstrated that reflection can be supported and encouraged by providing appropriate tools, as well as by judiciously interrupting the consultative process and providing time for reflection to take place. Reflection could have been further enhanced if users had been educated on reflection as a learning modality prior to using SIMPRAC. Further work is also required to improve the simulation environment, improve the interfaces for supporting reflection, and further define the benefits of using this approach for medical education and professional development with respect to learning outcomes and behavioural change.

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Chesher, Douglas. "Exploring the use of a web-based virtual patient to support learning through reflection." University of Sydney. Pathology, 2004. http://hdl.handle.net/2123/645.

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This thesis explores the support of learning through reflection, in the context of medical students and practitioners, working through a series of simulated consultations involving the diagnosis and management of chronic illness. A model of the medical consultative process was defined, on which a web-based patient simulation was developed. This simulation can be accessed over the Internet using commonly available web-browsers. It enables users to interact with a virtual patient by taking a history, examining the patient, requesting and reviewing investigations, and choosing appropriate management strategies. The virtual patient can be reviewed over a number of consultations, and the patient outcome is dependant on the management strategy selected by the user. A second model was also developed, that adds a layer of reflection over the consultative process. While interacting with the virtual patient users are asked to formulate and test their hypotheses. Simple tools are included to encourage users to record their observations and thoughts for further learning, as well as providing links to web-based library resources. At the end of each consultation, users are asked to review their actions and indicate whether they think their actions were critical, relevant, or not relevant to the diagnosis and management of the patient in light of their current knowledge. Users also have the opportunity to compare their activity to their peers or an expert in the case under study. Three formal cycles of evaluation were undertaken during the design and development of the software. A number of clinicians were involved in the initial design to ensure there was an appropriate structure that matched clinical practice. Formative evaluation was conducted to review the usability of the application, and based on user feedback a number of changes were made to the user interface and structure of the application. A third, end user, evaluation was undertaken using a single case concerning the diagnosis and management of hypertriglyceridaemia in the context of Type 1B Glycogen Storage Disease. This evaluation involved ten medical students, five general practitioners and two specialists. The evaluation involved observation using a simplified think-aloud, as well as administration of a questionnaire. Users were engaged by the simulation, and were able to use the application with only a short period of training. Usability issues still exist with respect to the processing of natural language input, especially when asking questions of the virtual patient. Until such time that natural language recognition is able to provide satisfactory performance, alternative, list-based, methods of interaction will be required. Evaluation involving medical students, general practitioners, and specialist medical practitioners demonstrated that reflection can be supported and encouraged by providing appropriate tools, as well as by judiciously interrupting the consultative process and providing time for reflection to take place. Reflection could have been further enhanced if users had been educated on reflection as a learning modality prior to using SIMPRAC. Further work is also required to improve the simulation environment, improve the interfaces for supporting reflection, and further define the benefits of using this approach for medical education and professional development with respect to learning outcomes and behavioural change.

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Valentine, Malcolm J. "Are facilitated personal learning plans a feasible and effective way forward for continuing medical education in general practice?" Thesis, University of Aberdeen, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.482807.

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There have been a number of influences on arrangements for CME for GPs in the UK since the NHS was launched in 1948, the most profound being the 1990 introduction of the Postgraduate Education Allowance. This massively increased the market for GP education, but no mechanism was put in place to ensure quality or fulfilment of individual need. Despite increasing interest in self-directed learning. the PGEA appeared to discriminate against reflection and planning as part of the adult learning cycle. The PGEA also discriminated against GPs who did not enjoy easy access to the evolving market. In 1994, money was released by SCPMDE to increase the number of GP Associate Adviser sessions in North-East Scotland, Orkney and Shetland. This opportunity was used to appoint a team of CME Advisers to work with GPs to help increase elements of reflection and planning in their learning. In defining and developing their role, an opportunity arose to research four different facets of their work, ie: 1. A description of how the CME Advisers came to be doing what they eventually did, their tools and their operational and support systems. 2. An analysis of participation, or participants views on the work of CME and the work of developing a Personal Learning Plan. 3. A cost analysis of the process. 4. The views of GP Educators nationally on the future of CME for GPs, examining the context into which the work in North-East Scotland would fit. The research showed that it was possible to develop acceptable, effective and enduring tools and systems to support the process, which did not diminish ownership or self-direction. The participants valued periodic review and planning meetings with a trusted peer. The process was cost efficient and largely achievable within existing budgets. The concept was commensurate with GP educators' views of how CME should develop nationally.

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Mpuntsha, Loyiso F. "Continuing professional development in medicine : the inherent values of the system for quality assurance in health care." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52173.

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Thesis (MPhil)--Stellenbosch University, 2001.
ENGLISH ABSTRACT: The practice of medicine has always been a big area of interest as a profession. The focus ranges depending on issues at hand - it may be on the educational, training, humanistic, economic, professional ethics and legal aspects. One area of medicine that is under the spotlight around the world is that of the maintenance of clinical competency, followed very closely and almost linked to professional ethics. This study follows the introduction of a system of Continuing Professional Development (hereinafter also referred to as CPD), in South Africa and an overview of how it has been introduced in a few other countries. The main areas of focus being the extrication of inherent values of CPD, relating this aspect to quality improvement in medical health care. The medical profession as well as most of the interested parties, has different perspectives regarding the fact that the system is regulated through legislation. There is also the doubt whether the CPD system will be effective in achieving the goals that it has been set to achieve. Although a system of Continuing Medical Education has been a tradition in all countries, which implies that the CPD system is not totally new as far as the educational principles are concerned, the values accruable need to be exploited. It is the possible success of this kind of evaluations that may foster more understanding of the inherent values in this CPD system.
AFRIKAANSE OPSOMMING: Beroepsgewys het die praktyk van geneeskunde nog altyd groot belangstelling gelok. Die fokus verskuif na gelang van die onderwerpe ter sprake. Dit wissel van opvoedkunde, opleiding, humanisme, ekonomie, en professionele etiek tot regsaspekte. Dwarsoor die wêreld word daar gefokus op die handhawing van kliniese vaardighede, gevolg deur professionele etiek wat ook daarin verweef is. Hierdie studie bespreek die instelling van 'n stelsel van Voortgesette Professionele Ontwikkeling (hierna verwys na as VPO) in Suid-Afrika asook oorsig oor die wyse waarop dit in 'n paar ander lande ingestel is. Die klem lê op die inherente waardes met betrekking tot die verbetering gehalte in mediese gesondheidsorg. Die mediese beroep, asook meeste van die belangegroepe het verskillende opvattings oor die feit dat die stelsel deur wetgewing gereguleer word. Daar is ook twyfel of die VPO-stelsel in sy vooropgestelde doelwitte sal slaag. Wat die opvoedkundige beginsels betref, is die VPO-stelsel nie totaal en al nuut nie. Alhoewel VPO in ander lande tradisie is, is dit nodig om die totstandkoming van waardes te ontgin. Die moontlike sukses van hierdie tipe van evaluasies mag dalk beter begrip ten opsigte van die inherente waardes in die VPO-stelsel bevorder.

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Mast, Linda J. "Exploring the relationship between medical school curriculum and self-directed learning : comparing graduates of traditional and problem-based learning curricula among practicing physicians /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974660.

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D'Epiro, Jo Hanna F. "1.0 Clinicians in a 3.0 World: An Examination of the Adoption of Technologyby Older Healthcare Workers for Professional Learning." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1542630929115933.

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Terkildsen, Sheryl Ramona. "End of life nursing education consortium grant implementation project." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2324.

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This project addressed the continuing education needs of nursing staff and other health care professionals for delivering competent and compassionate palliative or end of life care. The scope of the project included, writing a grant application, training and certification by the end of life Nursing Education Consortium and implementing an education program for staff at the Loma Linda Veterans Affairs medical center.

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Moja, Lorenzo P. "A continuing medical education program based in high quality evidence to transfer knowledge and to improve practice for health care professionals." Thesis, Open University, 2014. http://oro.open.ac.uk/54933/.

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This Doctoral of Philosophy program aimed to evaluate an initiative to foster knowledge translation through a national, interactive, and distant continuing education program based on an evidence based medicine point-of-care information service. It further explored the quality of the contents used in ECCE as compared to its market competitors (i.e. other evidence-based practice point-ofcare services). Our randomised controlled trial of nearly 200 physicians revealed little evidence for a difference in the health care knowledge of physicians who were exposed to versus those who were not exposed to contents derived from a point-of-care service. These results suggest that changes in behaviours, a direct consequence of changes in knowledge, may be difficult to obtain or might not be attainable at all, at least when a single continuing medical education program is implemented for short time period. In terms of determining the best available online resources among the 18 authoritative point-of-care services for guidance in clinical decision making that were assessed, only a minority satisfied the quality criteria (coverage of medical conditions, editorial quality, evidence-based methodology, and speed of updating), with none excelling in all. Publishers should continue to invest in the development of such products and improve their efficient use in continuing educational programs. These results might influence how international research and editorial groups that advocate evidence-based decision-making and evidence syntheses think about dissemination.

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Singleton, Myra Haney. "Evaluation of a College of Medicine Peer-Mentoring Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2488.

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Peer-mentoring experiences in higher education have been largely effective largely effective, however institutions implement them differently. The focus of this program evaluation was a peer-mentoring program at a medical school in the southeastern region of the United States, which had not previously been evaluated. Guided by Kolb's experiential learning theory, the purpose of the evaluation in this study was to examine whether the peer-mentoring experience was perceived as helpful to new students and how students thought the program could be improved. The sequential mixed-method design consisted of a survey of 179 students and interviews of 8 students. A thematic analysis of qualitative data was completed using a constant comparative approach. The qualitative data revealed that students perceived the program as having had a positive effect on their confidence in succeeding in school. They felt more committed to completing school, were more likely to use resources, and reported that peer-mentoring positively affected their learning. The findings also provided recommendations for program refinement related to the selection process, increased opportunities for individual mentoring, systematic documentation for study strategies, and additional group activities. These recommendations were included in the evaluation report. Evaluation results have important implications for positive social change at the local college of medicine that include peer support to ensure retention, facilitated discussion on coping strategies and sources of support, and academic success for students.

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Sookdeo, Suzette S. "The Relationship Between the Utilization of Student Support Services and Overall Satisfaction in Medical School." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6588.

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The purpose of this study was to investigate the relationship between the utilization of student support services and overall satisfaction in medical school. Utilization of services, and overall satisfaction were analyzed by gender, race/ethnicity, and medical specialty choice. In addition, the study identified the most utilized support service, and explored whether utilization of services and overall satisfaction were correlated with academic performance. Two medical schools in the state of Florida were used for the study, University of South Florida Morsani College of Medicine (USF MCOM), and Florida State University College of Medicine (FSU CoM). Separate anonymous, three-part, on-line surveys were created and administered to fourth-year students. Data were collected on the utilization of the specific academic and psychological support services available at each school. Data were analyzed by medical school (n = 87; n = 71), and as a combined set (N = 158). Results of a multiple regression analysis, using each support service as predictors, indicated that the utilization of the primary service for academic counseling at both medical schools was inversely related to overall satisfaction. Results also revealed that no significant differences existed for utilization of support services and overall satisfaction by gender, race/ethnicity, and medical specialty choice. The most utilized service at USF MCOM was the Office of Student Affairs. At FSU CoM, the Office of Student Counseling Services was the most utilized. The findings indicated that utilization of USF MCOM services increased as academic performance decreased; however, there was no significant relationship between academic performance and utilization of services at FSU CoM. A significant relationship existed between academic performance and overall satisfaction; as students’ experience of academic difficulties increased, their overall satisfaction with medical school decreased. The implications from this study can help facilitate an initiative, at both medical schools, to broaden the scope and utilization of the academic and psychological support services to possibly increase their influence on student resiliency, and the overall medical school experience.

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Miller, Juve Amy Katrina. "Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/235.

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The science and technology of medicine is evolving and changing at a fast pace. With these rapid advances, it is paramount that physicians maintain a level of medical knowledge that is current and relevant to their practice in order to address the challenges of patient care and safety. One way physicians can maintain a level of medical knowledge that is current and relevant to their practice is through self-directed, lifelong learning, however little is known about how to develop these traits during clinical training. Schön (1983, 1987) theorized that one way learners can become self-directed, lifelong learners is through reflective practice. This study utilized an experimental design and employed quantitative methods to investigate the effects of a reflective practice exercise, based on Gibbs' (1988) model of reflection, on readiness for self-directed learning as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale/Learning Preference Assessment (SDLRS/LPA). A total of 51 anesthesiology residents training in three residency programs in the United States participated in this study. A follow-up survey was administered to all study participants to determine if participation in the reflective exercises affected future engagement in or attitudes about reflective practice. While the data analysis showed that participation in reflective practice did not affect readiness for self-directed learning in these study participants, this study has implications for medical education. Responses to the follow-up survey indicated that participants plan to engage in reflective practice in the future and that participating in reflective practice would have an impact on patient care. Chapter 5 includes ways to integrate the findings of this study into medical education and outlines next steps for future research utilizing both evidence from the literature and the qualitative responses from this study.

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Ross, Celia Mary. "Facilitating Environmental Enrichment in Senior Care Activities with Professional Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3203.

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There is little known about the current state of professional development and continuing education practices for empowering activity professionals to better enhance environmental enrichment in long term care. The purpose of this qualitative study was to explore the activity professional's perceived role and best strategies for professional development to enrich the long-term care environment. The study used social cognitive theory as its theoretical framework to develop research questions focused on the views of activity professionals concerning professional development and continuing education to support care for long-term care residents. Using a narrative approach, 9 activity professionals were recruited through networking at the 2015 NAAP Education Summit in Kentucky, LinkedIn, and snowball sampling. Eligible participants who provided informed consent were interviewed by phone from August 2015 to February 2016. Data were analyzed using both hand coding and NVivo 10.0 software. Results showed the value of relevant certifications and the importance of training in a range of topics, especially dementia care. Connection to others and the environment emerged as key themes. This study is significant because it explores professional development in the long-term care environment, which can facilitate positive social change to provide the elderly, especially those in cognitive decline, with a comforting environment for special needs. This study contributes to the knowledgebase to inform the development of educational and training opportunities for activities professionals, especially those caring for individuals with severe / end-stage dementia.

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McCall, Louise 1965. "Can continuing medical education in general practice psychiatry aid GPs to deal with common mental disorders ? : a study of the impact on doctors and their patients." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8363.

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Cerqueira, Adimilson [UNIFESP]. "A participação da indústria farmacêutica no processo de atualização dos médicos: impacto do suporte financeiro das empresas no eventos científicos e projetos de educação continuada desenvolvidos pela Sociedade Brasileira de Clínica Médica, Federação Brasileira das Sociedades de Ginecologia e Obstetrícia e Sociedade Brasileira de Ortopedia e Traumatologia." Universidade Federal de São Paulo (UNIFESP), 2006. http://repositorio.unifesp.br/handle/11600/21363.

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Made available in DSpace on 2015-12-06T23:44:34Z (GMT). No. of bitstreams: 0 Previous issue date: 2006
Este trabalho teve por finalidade conhecer a participação da iniciativa privada em projetos de educação continuada e congressos organizados pela Federação Brasileira das Associações de Ginecologia e Obstetrícia, Sociedade Brasileira de Clínica Médica e Sociedade Brasileira de Ortopedia e Traumatologia, com objetivo de aferir se estas sociedades poderiam organizar eventos e demais projetos sem o patrocínio externo e saber se as empresas que apóiam financeiramente tais atividades interferem na sua elaboração. A coleta de dados foi feita através de uma entrevista semi-estruturada aberta com os presidentes das três sociedades médicas. Os achados mostram que as instituições pesquisadas não poderiam arcar com os custos dos projetos de educação continuada sem o patrocínio das empresas farmacêuticas, e que 65% dos projetos desenvolvidos são integralmente financiados pelas mesmas. Outro dado importante é que a iniciativa privada não influencia o conteúdo científico dos projetos que patrocinam ou congressos dos quais participam, cabendo integralmente às entidades médicas pesquisadas a definição dos temas e autores.
This paper intended to study the private-sector involvement in continuing education issues and also in congresses organized by the Brazilian Federation of the Associations of Gynecology and Obstetrics, Brazilian Society of Medical Clinic and Brazilian Society of Orthopedics and Traumatology. The study aimed to verify whether such entities could, without using external sponsorship, organize events and other projects with the purpose of keeping their members updated, and find out whether the companies financially supporting such activities would interfere in the development of those events. Data were collected through an open semistructured enquiry with the presidents of three medical societies. The findings showed that the research institutions would not be able to bear the costs of continuing education without the sponsorship of pharmaceutical companies, since 65% of the projects developed are totally financed by these entities. Another important finding was that the private sector does not influence the scientific contents of the projects sponsored by them or of the congresses they participate in, and the medical entities enquired are fully in charge of defining both the themes and authors.
BV UNIFESP: Teses e dissertações

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Bush, Mary Ann. "Applying adult education principles in an interpersonal management skills training program for hospital operations managers." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/704.

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Goliath, Cheryl Lynn. "Diffusion of an E-Portfolio to Assist in the Self-Directed Learning of Physicians: An Exploratory Study." Akron, OH : University of Akron, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1247771744.

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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2009.
"August, 2009." Title from electronic dissertation title page (viewed 9/30/2009) Advisor, Susan J. Olson; Committee members, Sandra C. Coyner, Suzanne C. MacDonald, Ronald Otterstetter, Lynne M. Pachnowski, Sajit Zachariah; Department Chair, Bridgie A. Ford; Dean of the College, Mark D. Shermis; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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Budowski, Max. "Apprentissage coopératif et formation des médecins : entre le “formel” et “l’informel”. Expérimentation de trois dispositifs pédagogiques utilisés en sciences médicales." Thesis, Paris Est, 2015. http://www.theses.fr/2015PESC0015/document.

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L’objectif de la thèse est de parvenir à élaborer un modèle d’acquisition de la compétence du médecin. La question de recherche a été libellée ainsi : quelles implications peuvent avoir les expériences professionnelles, la vie quotidienne, les échanges entre pairs, enfin, tout ce qui peut correspondre à des ressources pédagogiques dites « informelles» dans l’amélioration des compétences professionnelles des étudiants en médecine et des médecins. J’ai fait l’hypothèse suivante : dans tout apprentissage, il y a du formel et de l’informel. Et cet informel pourrait être repéré dans un dispositif pédagogique de type coopératif, expérientiel et réflexif ; le contexte d’apprentissage « informel» et « non formel » a certainement un rôle dans l’acquisition des connaissances et des compétences des professionnels de santé.Trois dispositifs pédagogiques fréquemment utilisés au cours du 3e cycle de la formation initiale des médecins et en formation médicale continue ont été proposés à des étudiants en médecine et des médecins installés en milieu ambulatoire. De tels dispositifs basés sur la mobilisation de l’expérience, la réflexion et la coopération entre les participants seraient susceptibles de contribuer à l’amélioration de la compétence des étudiants en médecine et des médecins.Il existe, dans chacun des dispositifs d’apprentissages éprouvés, et en tenant compte des cadres de références et des connaissances propres à chaque participant, des savoirs formels et informels. Ces savoirs ont contribué dans leur globalité à la transformation des apprenants. Cependant, la distinction entre ces deux modes d’apprentissages formels,informels est surtout théorique. Elle est notamment fonction des lieux et des moments où ces apprentissages ont été dispensés. Il existe en réalité un véritable continuum entre ces différents apprentissages
This thesis attempts to offer a model for the acquisition of knowledge and skills amongphysicians. The research undertook to explore the role of professional experiences, dailylife, exchanges between peers, and all other forms of so-called « informal » learning inenhancing the professional skills of medical students and physicians. The author laboredunder the following hypothesis: all learning involves both formal and informal aspects,and the informal aspects can be found in cooperative, experiential and reflexive typepedagogical constructs. Finally, « informal » and « non-formal » learning opportunitiescertainly play a role in the acquisition of knowledge and skills among health care professionals.Three teaching mechanisms frequently used during the 3rd cycle of initial medical trainingas well as in medical continuing education programs were made available to medicalstudents and physicians working in ambulatory setting. These tools, which encourageparticipants to marshal their own experiences, to reflect thoughtfully and to cooperatewith each other, can improve the skills of medical students and physicians.Each of the three teaching mechanisms studied herein, factoring in individual backgroundsand proficiencies, contain both formal and informal knowledge and skills which,as a whole, contributed to the transformation of the participants. However, it is importantto note that the distinction between formal and informal learning is primarily theoretical,and may simply depend on context or location. Therefore, rather than opposethem, it may be more appropriate to consider that these types of learning lie on a continuum

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Nilsson, Gunnar. "Classification and reuse of clinical information in general practice : studies on diagnostic and pharmacological information in electronic patient record systems /." Stockholm, 2002. http://diss.kib.ki.se/2002/91-7349-306-6/.

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Sutter, Berthel. "Instruction at heart : activity-theoretical studies of learning and development in coronary clinical work /." Karlskrona : Blekinge Institute of Technology, 2001. http://www.bth.se/fou/forskinfo.nsf/01f1d3898cbbd490c12568160037fb62/0409ef09b02780cfc1256c3300435117!OpenDocument.

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Miller, Beverly Elaine. "Losing New Graduate Bedside Nurses, a Practice Improvement Initiative." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3904.

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New graduate nurses (NGNs) at bedside are faced with numerous challenges, which prompt them to leave jobs in their first year. The transition from being a student to competent nurse requires a NGN to have the necessary skills and experience. Subsequently, hospitals continue to face shortages of staff because of high turnover and low retention levels. Nonetheless, evidence from reviewed literature has indicated that the use of residency programs can increase NGNs' stay at bedside, improve retention, reduce costs of operations, and return employees' turnover. The purpose of this quality improvement project was to identify the likelihood of NGNs remaining at bedside after participating in a 52 week NGN residency program in the critical care units at Palmetto Health hospital. When a hospital recruits and retains NGNs at the bedside, the quality of life among patients is improved. Benner's theory of novice to expert was utilized to understand professional growth of nurses. Data were collected from the human resource department of the 18 nurses who initially participated in the residency program to compare retention rates before and after its implementation. The project initiative was based on a quantitative non-experimental comparison design. Based on the evidence from the human resource department, there was a 14% improvement in nurse retention 3 months after the implementation of the NGN residency program. A statewide adoption of NGN residency programs was recommended to help improve retention and enhance NGNs' professional improvement and quality of care. The implementation of NGN residency program also demonstrated implications for social change through increasing retention, building nurse competency, and enhancing quality of care delivered.

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Чемич, Микола Дмитрович, Николай Дмитриевич Чемич, and Mykola Dmytrovych Chemych. "Післядипломна медична освіта - досягнення, перспективи." Thesis, Вид-во СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/4595.

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Ferguson, Kaethe Post. "Impact of Technology on Rural Appalachian Health Care Providers: Assessment of Technological Infrastructure, Behaviors, and Attitudes." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1071.

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The Internet offers potential for reducing professional isolation of Appalachian health care providers by enhancing access to medical information and facilitating contact with colleagues. However, there is a gap in the knowledge of current computer and Internet access in Appalachia, and in the technology-related behaviors and attitudes of health care professionals there. This study examined Internet-related access and behaviors of Appalachian family physicians and advanced practice nurses. A survey was mailed to 429 graduates of East Tennessee State University's family medicine residency and advanced practice nursing programs currently in practice in southern and central Appalachia. Demographic information was collected from ETSU graduate records. The Dillman survey method included a pre-notice letter, two survey mailings, and post card and telephone follow-ups. Two hundred sixty-four providers (61.5%) returned surveys. Data were analyzed using SPSS. Respondents were similar to the total population in gender, provider discipline, age, and percentage in rural practice. Workplace computer access was common; 59.6% had sole access and 40.2% shared access. Internet access was: 82.7% broadband, 13.5% dial-up, and 2.4% no access. Although rural providers were more likely than urban to have slower dial-up access, they regularly used the Internet. Over 75% of providers accessed the Internet at home for work; 34% reported dial-up and 66% broadband home connection. Although 50% used the Internet for continuing education in 2004, most preferred in-person workshops or print-based modes of continuing education; 58.9% e-mailed daily and 80% accessed medical information via the Internet regularly. Other Internet uses included accessing online journals and patient information, receiving professional association updates, filing insurance, and writing prescriptions. The Internet is ubiquitous in Appalachia; health care providers access it for a variety of professional activities daily. Telemedicine was not a popular technological innovation. Of those 20.8% reporting telemedicine availability in the practice, few used it. When presented with a list of possible benefits of telemedicine, 41.1% selected "none of the above". Although many technological innovations are used regularly by Appalachian health care providers, barriers to the use of new technologies lie more in attitudes than in technology access.

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Conroy, Megan Elizabeth MD. "A qualitative study on entrustment decision making in the intensive care unit: about more than the learner." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618222237764719.

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Matarucco, Cristina Rocha. "Desafios da educação pedagógica permanente do médico para o exercício da docência." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21697.

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Made available in DSpace on 2018-12-11T11:52:24Z (GMT). No. of bitstreams: 1 Cristina Rocha Matarucco.pdf: 2492721 bytes, checksum: 8add4350d11de174f7b46443644fc60d (MD5) Previous issue date: 2018-10-31
Centro Universitário de Votuporanga – UNIFEV
Introduction: It is crucial to implement continuous professional development in universities to develop skills and competencies in doctors who are professors taking into account the new curricular guidelines and the increasing opening of new medicines courses. Objective: Analyze the continuous professional development of professors of the medicine course of Centro Universitário de Votuporanga (UNIFEV); identify potentialities and difficulties in the continuous professional development of professors of the medicine course of UNIFEV; verify the applicability of such development in the teaching process and propose improvements in the continuous professional development of professors of the medicine course of UNIFEV. Methodology: Descriptive quantitative research with nine doctors who are professors that participated in the teaching training program of UNIFEV using guiding questions and reports obtained in the focus group. The reports were analyzed by means of the content analysis methodology. Results: Time constraints, the lack of previous scheduling, recognition and motivation, as well as the absence of a minimum require attendance were some of the aspects identified as obstacles for the participation in continuous professional development. The facilitating aspects were: the use of new methodologies, the exchange of experiences, the opportunity and need of learning among others. The applicability was in the field of the different active methodology techniques and of the evaluation of the teaching-learning process. The contributions for the improvement of continuous professional development were related to scheduling and feedback of its applicability. Conclusion: The continuous pedagogical development for professors has contributed to the medicine course. Based on the results, we suggest changing schedules according to doctor’s availability, incorporating hybrid teaching and addressing specific themes according to professors’ needs
Introdução: A necessidade da capacitação docente do médico, associada ao desenvolvimento de habilidades e competências desses profissionais frente às novas diretrizes curriculares e à crescente abertura de novos Cursos de Medicina, tornou imprescindível a implantação da Capacitação Permanente nas Universidades. Objetivo: Analisar o processo de capacitação permanente dos docentes do Curso de Medicina do Centro Universitário de Votuporanga (UNIFEV); identificar potencialidades e dificuldades no processo de capacitação permanente dos docentes do curso de Medicina da UNIFEV; verificar a aplicabilidade na prática docente e propor melhorias na capacitação permanente dos docentes do curso de Medicina da UNIFEV. Método: Pesquisa qualitativa descritiva realizada com nove docentes médicos que participam do programa de capacitação docente da UNIFEV utilizando-se perguntas norteadoras e relatos colhidos através de grupo focal. Os relatos foram analisados pelo método análise de conteúdo. Resultados: Dentre as várias categorias identificadas, a indisponibilidade de tempo, falta de agendamento prévio, ausência de reconhecimento e motivação e falta de cobrança por assiduidade foram alguns dos aspectos apontados como dificultadores da participação nas capacitações. Os aspectos facilitadores foram os seguintes: o uso de novas metodologias, a troca de experiências, oportunidade e necessidade de aprender, dentre outros. A aplicabilidade mostrou-se no domínio das diferentes práticas de metodologias ativas e de avaliação do processo ensino-aprendizagem. As contribuições para o aprimoramento da capacitação foram em relação a agendamentos e devolutiva da sua aplicabilidade. Conclusão: A capacitação pedagógica continuada para os docentes tem contribuído para o curso de medicina. Diante dos resultados, sugere-se que se realizem mudanças na acessibilidade em relação a horários, incorporação da estratégia de ensino híbrido e direcionamento de temas específicos para as necessidades dos docentes

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Cardoso, Rosane Barreto. "Processo de construção e implantação de um Programa de Educação Permanente em Saúde, voltado ao desenvolvimento do uso de novas tecnologias no campo da saúde: análise de uma experiência em um hospital privado." Universidade Federal de São Paulo, 2015. http://repositorio.unifesp.br/11600/45779.

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Introdução. É crescente a introdução de novas tecnologias e conhecimentos no campo da saúde, desta forma, a Educação Permanente em Saúde (EPS) que se constitui em um processo de análise e problematização do trabalho, é uma ferramenta eficaz na incorporação das Tecnologias de Informação e Comunicação (TIC). Objetivos: Construir e implantar um Programa de Educação Permanente em Saúde voltado ao desenvolvimento do uso de novas tecnologias no campo da saúde. Assim, como identificar a percepção da equipe interprofissional em saúde que participou de capacitações e treinamentos referentes ao uso do Prontuário Eletrônico do Paciente (PEP), quanto: à metodologia utilizada e o processo de construção do programa; à contribuição do treinamento na qualificação da assistência à saúde; ao uso do PEP e a sua relação com a introdução de TIC no estímulo a interprofissionalidade; e ao uso do PEP e a sua relação com a promoção da EPS. Método: Estudo descritivo e exploratório de abordagem quantitativa, utilizando o instrumento de percepção do tipo atitudinal Likert para coleta de dados. Resultados: Foram construídas 4 dimensões (Dimensão-1 “Serviço de Educação Continuada como um espaço estimulador de conhecimento sobre TIC na saúde”, Dimensão-2 “O uso de TIC na saúde como ferramenta estimuladora do trabalho interprofissional”, Dimensão-3 “O uso do PEP e a sua relação com a promoção do processo de EPS” e Dimensão-4 “O PEP como instrumento qualificador para assistência à saúde”), contendo 17 asserções positiva. O instrumento atitudinal foi aplicado em uma população de 71 profissionais da área da saúde. O teste de confiabilidade do instrumento foi de 0,82 e a validação estatística mostrou perda de uma asserção, denotando qualidade do processo de validação de conteúdo e densidade estatística. Conclusão: Os respondentes reconheceram a importância do programa, assim como PEP um elemento qualificador para assistência à saúde. Salientamos a necessidade das instituições hospitalares, adotarem políticas que contribuam para a qualificação de seus profissionais, com ênfase no trabalho colaborativo e interprofissional à luz da integralidade do cuidado e sustentabilidade de uma saúde, de fato para todos.
Introduction: With the constant increase in new technologies and knowledge in the health field, the Continuing Health Education (CHE) which constitutes a process of analysis and questioning of work, is an effective tool in the incorporation of Information and Communication Technologies (ICT). Objectives: To build and deploy a program of continuing healthcare education focused on the development of the use of new technologies in the health field, as well as identifying the perception of interprofessional health team that took part in training and training on the use of Electronic Patient Record (EPR) on the methodology used and the program of the construction process; the training contribution to the qualification of health care; the use of EPR and its relation with the introduction of ICT in stimulating inter professionalism; and the use of EPR and its relation to the promotion of CHE. Method: Descriptive and exploratory study of quantitative approach, using the attitudinal Likert-type perception instrument for data collection. Results: Four dimensions were built (Dimension-1 "Continuing Education Service as a stimulator of learning area of ICT in health, Dimension-2" The use of ICT in health field as a stimulating tool for interprofessional work, "Dimension-3" The use of EPR and its relation to the promotion of the CHE process" and Dimension-4" The EPR as qualifier tool for health care), containing 17 positive assertions. The attitudinal tool was applied to a population of 71 health care professionals. The instrument reliability test was 0.82 and statistical validation showed loss of one assertion, denoting quality of the validation process content and statistical density. Conclusion: Respondents recognized the importance of the program, as well the EPR as a qualifying element to health care. We emphasize the need for hospitals adopt policies that contribute to the qualification of its professionals, with an emphasis on collaborative and interprofessional work in the light of comprehensive care and sustainability of health for all.

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Dompeix, Clémentine. "Analyse des formes de communication concourant à la formation professionnelle des médecins dans les congrès médicaux." Thesis, Toulouse 2, 2016. http://www.theses.fr/2016TOU20005.

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Notre recherche porte sur la manière dont les médecins développent leurs connaissances dans les dispositifs de mise en circulation des savoirs que sont les congrès médicaux, et plus particulièrement, au sein de ces derniers, pendant les sessions tournées vers le partage de l’expérience/expertise. Autrement dit, nous nous intéressons aux processus d’enseignement/apprentissage dans le cadre de la formation professionnelle continue. Sur le plan théorique, nous avons convoqué des travaux issus d’une part de la didactique professionnelle (Pastré, Mayen et Vergnaud, 2006 ; Fillietaz, 2006) et d’autre part de la linguistique interactionnelle (Mondada, 2001). Sur le plan empirique, notre recherche s’est déroulée en deux temps. Dans un premier temps, nous avons réalisé des observations directes et interrogé des spécialistes de l’organisation de congrès afin d’identifier les caractéristiques de ce type d’événement. Dans un deuxième temps, nous avons réalisé de nouvelles observations et proposé des questionnaires aux congressistes-médecins. Notre objectif était alors premièrement d’identifier les ressources que les médecins-communicants mobilisent pour accompagner leur pair dans leur processus d’apprentissage – quel(s) support(s) choisissent-ils et comment construisent-ils leur discours lorsqu’ils rendent compte de leur expérience/expertise ? – et deuxièmement, de mieux comprendre comment les congressistes-médecins acquièrent des connaissances utiles à l’exercice de leur métier, lors de ces sessions tournées vers le partage d’expérience/expertise
The research presented in this PhD thesis concerns the professional development of physicians in the context of medical congresses, particularly, during sessions dedicated to sharing experience and expertise. We study this situation as a teaching/learning tool for continuing education. We use theoretical frameworks from professional didactics (Pastré, Mayen et Vergnaud, 2006 ; Fillietaz, 2006) and interactional linguistics (Mondada, 2001). We conducted this research in two phases. During the first phase, of an exploratory nature, we have explored congress as an event through direct observation and inquiry of professional congress organisers. During the second phase, of systematic enquiry, we have first identified the resources expert physicians in teaching position use to accompany their peer physicians in their learning process. Which teaching support do they use, how do they build the learning experience? Second, we have studied how physicians as learning persons do convert congress sessions dedicated to the sharing of experience and expertise into useful knowledge for their daily work

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Dissertations / Theses on the topic 'Continuing medical education'

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