Relevant bibliographies by topics / Physicians (General practice) Education (Continuing education) Victoria

Academic literature on the topic 'Physicians (General practice) Education (Continuing education) Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Physicians (General practice) Education (Continuing education) Victoria.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Physicians (General practice) Education (Continuing education) Victoria"

1

Bashook, Philip, Dennis Levinson, Leslie Sandlow, Rita Cohen, Lewis Cohen, John Reinhard, and Sue Conneighton. "Rheumatology in primary care physicians' practice implications for continuing education." Möbius: A Journal for Continuing Education Professionals in Health Sciences 7, no. 2 (1987): 7–15. http://dx.doi.org/10.1002/chp.4760070203.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Emiliani, Ermanno. "Continuing Medical Education in Radiation Oncology." Tumori Journal 84, no. 2 (March 1998): 96–100. http://dx.doi.org/10.1177/030089169808400202.

Full text
Abstract:
Continuing medical education (CME) has always been considered very important in modern medical practice. Physicians should not be left completly free to continuously educate themselves, but they should receive at least a minimal level of education accreditated by scientific and/or Government Institutions. The main goal of CME is to improve the quality of medical practice. In order to adequately define programs and contents of CME in radiation oncology, we must first identify the professional profile of the radiation oncologist: he is a physician engaged in the clinical practice of oncology, and in particular in the loco-regional cure of cancer by sophisticated technologies; he has the responsibility of diagnosis, treatment, follow-up and supportive care of cancer patients, collaborating within a multidisciplinary approach with the radiologist, the medical oncologist, the surgeon and the medical physicist. The european core curriculum in radiotherapy and the procedures employed in the daily practice could be models to develop postgraduate teaching and CME for the radiation oncologists in Italy. In fact, many countries, such as the USA, France, Belgium and the United Kingdom, have already developed accreditated programs of CME. Unfortunately, Italy still lacks this type of program. What is mostly needed to implement CME activities is a close cooperation between representatives of radiation oncology associations and Government Institutions to define laws, programs, an Accreditation Council, a minimum of formative credits, accreditated categories of education regulating CME, as well as the resources devoted to it.
APA, Harvard, Vancouver, ISO, and other styles
3

Reddy, Suresh, Sriram Yennu, Kimberson Cochien Tanco, Aimee Elizabeth Anderson, Diana Guzman, Janet L. Williams, Diane D. Liu, and Eduardo Bruera. "Frequency of burn-out among palliative care physicians participating in continuing medical education." Journal of Clinical Oncology 37, no. 31_suppl (November 1, 2019): 77. http://dx.doi.org/10.1200/jco.2019.37.31_suppl.77.

Full text
Abstract:
77 Background: There is a growing concern about high frequency of burn out (BO) among physicians, and higher among palliative care providers, reported to be in the range of 62%. There are very limited studies done among Palliative Care (PC) physicians. Objective: The main objective of our study was to determine the frequency of burnout among PC physicians participating in PC Continuing Medical Education (CME). Secondary objectives included determining characteristics of physicians who expressed higher BO and also to determine overall attitudes towards PC practice. Methods: During 2018 Annual Hospice & Palliative Medicine Board Review Course, we conducted a survey of 41 questions to determine the frequency of BO among physicians. This included Maslach Burn Inventory ( MBI )–General. The survey was given to both the in house and webinar participants. Results: Of 110 physicians who were given the surveys, 91/110 (83%) completed surveys. The median age was 48 years with 59 (65%) being females, 74 (81%) married. Majority, 41 (46%) were in community practice. 24 (38%) were in practice for more than 6 years, and 52 (57%) were board certified. 56 (62%) practiced PC for more than 50 % of time. Majority, 69 (76%) were doing clinical work. The median number of physician in the group practice was 3. 35 (38 %) of participants reported at least one symptom burnout based on MBI criteria. Only being single/separated correlated significantly with burn-out (p = 0.056). PC work is appreciated at their place of work by 73 (80%), 58 (64%) reported insurance was a burden, electronic medical record as a burden by 58 (64%), and 82 (90%) of physicians felt optimistic about continuing PC in future. Conclusions: BO among palliative care physicians who attended a board review course tends to be high, but lower than previously reported. Physicians who choose to attend CME may have unique motivating characteristics to cope better with stress and BO. More research is needed to better characterize BO among PC physicians.
APA, Harvard, Vancouver, ISO, and other styles
4

Haines, Carol S., and Zachariah Thomas. "Assessing Needs for Palliative Care Education of Primary Care Physicians: Results of a Mail Survey." Journal of Palliative Care 9, no. 1 (March 1993): 23–26. http://dx.doi.org/10.1177/082585979300900104.

Full text
Abstract:
The purpose of this study was to determine continuing education needs in the area of palliative care, as defined by family practice physicians. The methodology consisted of an anonymous questionnaire mailed in October, 1991, to all family practitioners in the city of Regina, Saskatchewan having admission privileges at any of the city's three hospitals. Replies were received from 31.1% of that population; the worst-case estimate is that about half of the city's palliative care caseload in 1991 was under the care of these respondents. In a priority-ranking format, physicians rated pain assessment and management as the patients’ greatest need and their greatest continuing education need. Although emotional support and communication were highly ranked among other needs of patients, they were not highly ranked among education needs. Grand rounds was indicated as the educational venue of preference. Longer, more intensive educational formats were not selected. Communication of palliative status, including “Do not resuscitate” status, has reportedly become a routine practice. We have concluded that palliative care education should focus on the felt needs of family practice physicians for technical competence in pain assessment and management, using abbreviated formats. Cautious introduction of content areas and educational methods more likely to address patient needs is warranted. A one- or two-day workshop devoted to bereavement guidance might be a concrete focus for communication-oriented continuing education.
APA, Harvard, Vancouver, ISO, and other styles
5

Woolf, Colin R. "Personal continuing education relationships between perceived needs by individual physicians and practice profiles." Journal of Continuing Education in the Health Professions 8, no. 4 (1988): 271–76. http://dx.doi.org/10.1002/chp.4750080405.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hossain, M. Amir, and Shahena Akter. "Medical Education." Journal of Chittagong Medical College Teachers' Association 24, no. 1 (September 14, 2013): 1–4. http://dx.doi.org/10.3329/jcmcta.v24i1.57740.

Full text
Abstract:
Course of study requirers to educate a legally qualified and licensed practitioner of medicine, concerned with maintaining or restoring human health through the study, diagnosis and treatment of disease and injury, through the science of medicine and the applied practice of that science. Medical education and envisions the production of physicians sensitive to the health needs of their country, capable of ministering to those needs, and aware of the necessity of continuing their own education. It also develops the methods and objectives appropriate to the study of the still unknown factors that produce disease or favour well-being. Although there may be basic elements common to all, the details should vary from place to place and from time to time. Whatever forms the curriculum takes, ideally it will be flexible enough to allow modification as circumstances alter, and medical knowledge grows, and needs change. It therefore follows that the plan of education, the medical curriculum, should not be the same in all countries. JCMCTA 2013; 24 (1):1-4
APA, Harvard, Vancouver, ISO, and other styles
7

Stacy, Sylvie, Sujit Sheth, Brandon Coleman, and Wendy Cerenzia. "An assessment of the continuing medical education needs of US physicians in the management of patients with beta thalassemia." Annals of Hematology 100, no. 1 (September 1, 2020): 27–35. http://dx.doi.org/10.1007/s00277-020-04246-5.

Full text
Abstract:
AbstractPatients with beta thalassemia are benefitting from longer life expectancies, highlighting the importance of appropriate transition from pediatric to adult care. Data are limited regarding continuity of care and adult hematologists’ management of patients with beta thalassemia. We conducted a survey of practicing US hematologists to identify practice gaps, attitudes, and barriers to optimal patient management among US-practicing hematologists. A total of 42 responses were collected, with 19 (45%) practicing at a beta thalassemia center of excellence (CoE). Nearly 90% of CoE physicians said they had a transition protocol or plan in place versus 30% of non-CoE physicians. Most physicians said parents should remain actively involved in medical visits. Adherence was rated as the most important patient education topic during transition. The most significant barrier cited was patient reluctance to transition away from pediatric care. Physicians in CoEs as compared with non-CoE physicians reported greater knowledge of beta thalassemia and familiarity with butyrates, gene therapy, and luspatercept. Highly rated topics for beta thalassemia-focused CME activities included management of complications and clinical trial updates. These findings suggest practice gaps and barriers to optimal care in the transition from pediatric to adult care, the ongoing management of adult patients, knowledge of the disease state, and familiarity with emerging treatments. Differences CoE vs non-CoE physician responses suggest variations in knowledge, practice, and attitudes that may be helpful in tailoring CME activities to different learner audiences. The small sample size used in some sub-analyses may not be representative of all hematologists treating beta thalassemia patients.
APA, Harvard, Vancouver, ISO, and other styles
8

McBride, Mary E., Dorothy M. Beke, James D. Fortenberry, Annette Imprescia, Louise Callow, Lindsey Justice, and Ronald A. Bronicki. "Education and Training in Pediatric Cardiac Critical Care." World Journal for Pediatric and Congenital Heart Surgery 8, no. 6 (November 2017): 707–14. http://dx.doi.org/10.1177/2150135117727258.

Full text
Abstract:
Pediatric cardiac critical care is a new and emerging field. There is no standardization to the current education provided, and high-quality patient outcomes require such standardization. For physicians, this includes fellowship training, specific competencies, and a certification process. For advanced practice providers, a standardized curriculum as well as a certification process is needed. There is evidence that supports a finding that critical care nursing experience may have a positive impact on outcomes from pediatric cardiac surgery. A rigorous orientation and meaningful continuing education may augment that. For all disciplines and levels of expertise, simulation is a useful modality in the education in pediatric cardiac critical care.
APA, Harvard, Vancouver, ISO, and other styles
9

Nisselle, Amy, Emily A. King, Belinda McClaren, Monika Janinski, Sylvia Metcalfe, and Clara Gaff. "Measuring physician practice, preparedness and preferences for genomic medicine: a national survey." BMJ Open 11, no. 7 (July 2021): e044408. http://dx.doi.org/10.1136/bmjopen-2020-044408.

Full text
Abstract:
ObjectiveEven as genomic medicine is implemented globally, there remains a lack of rigorous, national assessments of physicians’ current genomic practice and continuing genomics education needs. The aim of this study was to address this gap.DesignA cross-sectional survey, informed by qualitative data and behaviour change theory, to assess the current landscape of Australian physicians’ genomic medicine practice, perceptions of proximity and individual preparedness, and preferred models of practice and continuing education. The survey was advertised nationally through 10 medical colleges, 24 societies, 62 hospitals, social media, professional networks and snowballing.Results409 medical specialists across Australia responded, representing 30 specialties (majority paediatricians, 20%), from mainly public hospitals (70%) in metropolitan areas (75%). Half (53%) had contacted their local genetics services and half (54%) had ordered or referred for a gene panel or exome/genome sequencing test in the last year. Two-thirds (67%) think genomics will soon impact their practice, with a significant preference for models that involved genetics services (p<0.0001). Currently, respondents mainly perform tasks associated with pretest family history taking and counselling, but more respondents expect to perform tasks at all stages of testing in the future, including tasks related to the test itself, and reporting results. While one-third (34%) recently completed education in genomics, only a quarter (25%) felt prepared to practise. Specialists would like (more) education, particularly on genomic technologies and clinical utility, and prefer this to be through varied educational strategies.ConclusionsThis survey provides data from a breadth of physician specialties that can inform models of genetic service delivery and genomics education. The findings support education providers designing and delivering education that best meet learner needs to build a competent, genomic-literate workforce. Further analyses are underway to characterise early adopters of genomic medicine to inform strategies to increase engagement.
APA, Harvard, Vancouver, ISO, and other styles
10

Mazmanian, Paul E., Robert Galbraith, Stephen H. Miller, Paul M. Schyve, Murray Kopelow, James N. Thompson, Alejandro Aparicio, David A. Davis, and Norman B. Kahn. "Accreditation, Certification, and Licensure: How Six General Competencies are Influencing Medical Education and Patient Care." Journal of Medical Regulation 94, no. 1 (March 1, 2008): 8–15. http://dx.doi.org/10.30770/2572-1852-94.1.8.

Full text
Abstract:
ABSTRACT Lifelong learning and self-assessment are tenets of medical education and health care improvement; quality and patient safety care are essential to the accreditation of organizations providing either continuing medical education (CME) or patient care; accredited CME providers must assess the learning needs of physicians: Accredited health care organizations must document physician participation in education that relates to the nature of care, treatment and services provided by the hospital. The credentialing and privileging of medical staff requires ongoing focused professional practice evaluation based on six general competencies, including compassionate care, medical knowledge, practice-based learning and improvement, effective communication, demonstrated professionalism and coordinated systems-based practice. As those charged with assessment and program evaluation are challenged to produce valid and reliable results to improve education and health care, United States licensing authorities are defining good medical practice and considering competency-based maintenance of licenses. The present paper offers a framework to advance the discussion of relative value credits for gains assessed in knowledge, competence and performance of physicians. A more synchronized and aligned consortium of medical licensing boards, specialty boards and organizations granting practice privileges is recommended to inform the design of education and physician assessment to assure quality and patient safety.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Physicians (General practice) Education (Continuing education) Victoria"

1

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Physicians (General practice) Education (Continuing education) Victoria"

1

Attwood, M. Professional development: A guide for general practice. 2nd ed. Malden, Mass: Blackwell, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

The inner apprentice: An awareness-centred approach to vocational training for general practice. Dordrecht: Kluwer Academic Publishers, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

The inner apprentice: An awareness-centred approach to vocational training for general practice. Newbury: Petroc, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

The condensed curriculum guide: For GP training and the new MRCGP. London: Royal College of General Practitioners, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Virjo, Irma. UK-Nordic workshop: Strategies, methods and assessment of vocational training and continuing education of general practitioners, 30.5.-3.6.1990. Tampere: Tampereen yliopisto, Kansanterveystieteen laitos, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Rutt, G. A. A toolkit for trainer appraisal and development. London: Royal College of General Practitioners, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

GP ST: Stage 2 : practice questions. 3rd ed. Cheshire: Pastest, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Joy, Higgs, and Edwards Helen Ph D, eds. Educating beginning practitioners: Challenges for health professional education. Oxford: Butterworth-Heinemann, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Research methods in general practice. Southampton: Duphar Medical Relations, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Guide to Postgraduate Medical Education (Management in General Practice). Wiley-Blackwell, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources
You might also be interested in the extended bibliographies on the topic 'Physicians (General practice) Education (Continuing education) Victoria' for particular source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography