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Journal articles on the topic 'Physicians (General practice) Education Victoria'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Hallinan, Christine Mary, Jane Maree Gunn, and Yvonne Ann Bonomo. "Implementation of medicinal cannabis in Australia: innovation or upheaval? Perspectives from physicians as key informants, a qualitative analysis." BMJ Open 11, no. 10 (October 2021): e054044. http://dx.doi.org/10.1136/bmjopen-2021-054044.

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Objective We sought to explore physician perspectives on the prescribing of cannabinoids to patients to gain a deeper understanding of the issues faced by prescriber and public health advisors in the rollout of medicinal cannabis. Design A thematic qualitative analysis of 21 in-depth interviews was undertaken to explore the narrative on the policy and practice of medicinal cannabis prescribing. The analysis used the Diffusion of Innovations (DoI) theoretical framework to model the conceptualisation of the rollout of medicinal cannabis in the Australian context. Setting Informants from the states and territories of Victoria, New South Wales, Tasmania, Australian Capital Territory, and Queensland in Australia were invited to participate in interviews to explore the policy and practice of medicinal cannabis prescribing. Participants Participants included 21 prescribing and non-prescribing key informants working in the area of neurology, rheumatology, oncology, pain medicine, psychiatry, public health, and general practice. Results There was an agreement among many informants that medicinal cannabis is, indeed, a pharmaceutical innovation. From the analysis of the informant interviews, the factors that facilitate the diffusion of medicinal cannabis into clincal practice include the adoption of appropriate regulation, the use of data to evaluate safety and efficacy, improved prescriber education, and the continuous monitoring of product quality and cost. Most informants asserted the widespread assimilation of medicinal cannabis into practice is impeded by a lack of health system antecedents that are required to facilitate safe, effective, and equitable access to medicinal cannabis as a therapeutic. Conclusions This research highlights the tensions that arise and the factors that influence the rollout of cannabis as an unregistered medicine. Addressing these factors is essential for the safe and effective prescribing in contemporary medical practice. The findings from this research provides important evidence on medicinal cannabis as a therapeutic, and also informs the rollout of potential novel therapeutics in the future.

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2

DOMÍNGUEZ-RUÉ, EMMA. "Madwomen in the Drawing-Room: Female Invalidism in Ellen Glasgow's Gothic Stories." Journal of American Studies 38, no. 3 (December 2004): 425–38. http://dx.doi.org/10.1017/s0021875804008722.

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“Definitions belong to the definers, not the defined.” Toni Morrison, Beloved.Freud's psychoanalytic theories of fear of castration and penis-envy transformed woman into not-man, thus defining her as “other” and “lacking.” His studies also gave a sexual component to relationships among women, marking them as potentially lesbian and hence deviant. Medical men of Victorian England and America consciously or unconsciously helped to justify gender roles and women's seclusion in the domestic on the grounds that their specific physiology made them slaves of their reproductive system. As women's ovaries presumably controlled their lives and their behavior, genitals determined social roles, and doctors urged mothers to remind their daughters that any deviation from their “natural” and legitimate functions as wives and mothers could ruin their health forever. The cult of True Womanhood conveniently idealized maternity and defined the virtues of obedience, piety, and passivity as essentially feminine, while it condemned the desire for an education or the practice of birth control as unnatural and dangerous to women and to the whole of society. In the last decades of the nineteenth century, hysteria became the most fashionable of the so-called “female maladies” among middle- and upper-class women, a fact that illustrates how physicians failed to dissociate scientific evidence from social views of the period. Victorian psychologists and gynecologists mimicked contemporary male attitudes, which sanctioned the doctrine of separate spheres, while affectionate bonds between women were regarded with suspicion, as they could lead to homosexuality.

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Hansel, N. K., D. Koester, C. F. Webber, and R. Bastani. "Emergency room practice among family physicians." Academic Medicine 60, no. 11 (November 1985): 865–9. http://dx.doi.org/10.1097/00001888-198511000-00007.

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4

Kilo, Charles M. "Educating physicians for systems-based practice." Journal of Continuing Education in the Health Professions 28 (2008): 15–18. http://dx.doi.org/10.1002/chp.202.

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5

Stewart, Barry L., Cleo H. Macmillan, and William J. Ralph. "Survey of dental practice/dental education in Victoria. Part IV. Specialist dental practice." Australian Dental Journal 35, no. 3 (June 1990): 294–98. http://dx.doi.org/10.1111/j.1834-7819.1990.tb05410.x.

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6

Taylor, T. L. "A practice profile of native American physicians." Academic Medicine 64, no. 7 (July 1989): 393–6. http://dx.doi.org/10.1097/00001888-198907000-00012.

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7

Nash, D. B., L. E. Markson, S. Howell, and E. A. Hildreth. "Evaluating the competence of physicians in practice." Academic Medicine 68, no. 2 (February 1993): S19–22. http://dx.doi.org/10.1097/00001888-199302000-00024.

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8

Sidorov, J. "Retraining specialist physicians for primary care practice." Academic Medicine 72, no. 4 (April 1997): 248–9. http://dx.doi.org/10.1097/00001888-199704000-00006.

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9

Mylopoulos, Maria, Lynne Lohfeld, Geoffrey R. Norman, Gurpreet Dhaliwal, and Kevin W. Eva. "Renowned Physicians’ Perceptions of Expert Diagnostic Practice." Academic Medicine 87, no. 10 (October 2012): 1413–17. http://dx.doi.org/10.1097/acm.0b013e31826735fc.

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10

Stewart, Barry L., Cleo H. Macmillan, and William J. Ralph. "Survey of dental practice/dental education in Victoria. Part III. Trends in general dental practice." Australian Dental Journal 35, no. 2 (April 1990): 169–80. http://dx.doi.org/10.1111/j.1834-7819.1990.tb05884.x.

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11

Levy, Andrew E., Neel T. Shah, Christopher Moriates, and Vineet M. Arora. "Fostering Value in Clinical Practice Among Future Physicians." Academic Medicine 89, no. 11 (November 2014): 1440. http://dx.doi.org/10.1097/acm.0000000000000496.

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12

Hansel, N. K., S. A. Nixon, G. T. Oser, and G. O. Zenner. "Choice of practice location by Texas family physicians." Academic Medicine 63, no. 3 (March 1988): 191–3. http://dx.doi.org/10.1097/00001888-198803000-00007.

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13

Wenghofer, Elizabeth, Peter Boal, Nathanial Floyd, Joan Lee, Robert Woodard, and William Norcross. "Improving Charting Skills of Physicians in Monitored Practice." Journal of Continuing Education in the Health Professions 38, no. 4 (2018): 244–49. http://dx.doi.org/10.1097/ceh.0000000000000221.

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14

Lurie, N. "Preparing physicians for practice in managed care environments." Academic Medicine 71, no. 10 (October 1996): 1044–9. http://dx.doi.org/10.1097/00001888-199610000-00009.

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15

Weissman, S. "Who should prepare physicians for managed care practice?" Academic Medicine 73, no. 2 (February 1998): 115–6. http://dx.doi.org/10.1097/00001888-199802000-00001.

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16

Grace, Elizabeth S., Elizabeth J. Korinek, Lindsay B. Weitzel, and Dennis K. Wentz. "Physicians reentering clinical practice: Characteristics and clinical abilities*." Journal of Continuing Education in the Health Professions 30, no. 3 (2010): 180–86. http://dx.doi.org/10.1002/chp.20079.

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17

Grace, Elizabeth S., Elizabeth J. Korinek, Lindsay B. Weitzel, and Dennis K. Wentz. "Physicians Reentering Clinical Practice: Characteristics and Clinical Abilities." Journal of Continuing Education in the Health Professions 31, no. 1 (2011): 49–55. http://dx.doi.org/10.1002/chp.20106.

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18

Park, Hye Soon, Shin Hwi Lee, Jae Yong Shim, Jeong Jin Cho, Ho Cheol Shin, and Jung Yul Park. "The physicians' recognition and attitude about patient education in practice." Journal of Korean Medical Science 11, no. 5 (1996): 422. http://dx.doi.org/10.3346/jkms.1996.11.5.422.

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19

Cantor, J. C. "Preparedness for practice. Young physicians' views of their professional education." JAMA: The Journal of the American Medical Association 270, no. 9 (September 1, 1993): 1035–40. http://dx.doi.org/10.1001/jama.270.9.1035.

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20

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.

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21

Karnick, Paula M. "Humanbecoming Theory in Practice." Nursing Science Quarterly 25, no. 2 (March 25, 2012): 147–48. http://dx.doi.org/10.1177/0894318412437957.

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The age-old battle of what to include in nursing education continues. Now this battle extends itself into nurse practitioner education with a slightly different twist. Abandoning nursing theory-guided education for the medical model leaves nurse practitioner education flat. In this author’s academic experience, nursing theory was included in the curriculum. The exemplar presented is testament to the distinction and significance of including nursing theory-guided education. The unique difference between nurse practitioners and physicians is the use of theory in practice.

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22

Stewart, Barry L., William J. Ralph, and Cleo H. Macmillan. "Survey of dental practice/dental education in Victoria Part I. Questionnaire/general aspects." Australian Dental Journal 34, no. 6 (December 1989): 563–70. http://dx.doi.org/10.1111/j.1834-7819.1989.tb04664.x.

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23

J., Tobih, Oyewole A., Tobih D., Olajide A., and Esan T. "The Practice of Patient Education by Attending Physicians in Southwest Nigeria." African Journal of Biology and Medical Research 6, no. 1 (January 3, 2023): 9–23. http://dx.doi.org/10.52589/ajbmr-kalbt5ij.

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Background: The value of patient education involves an improved understanding of their medical conditions, diagnosis, disease, or disability. However, the challenge of educating patients is multi-faceted, considering the complexity of many diseases, limited health literacy and a limited number of available doctors to tend to the long awaiting patient queue. Objective: This study aimed to assess the practice of patients’ education of their illnesses by the treating physician in different practice settings, specialties, contact, duration of admission, the eventuality of death and post-mortem. Method: The study was a cross-sectional descriptive design conducted among 449 medical doctors. A self-administered semi-structured pretested questionnaire was administered to all cadres of physicians in four health centres selected randomly in the southwest, Nigeria. The data collected were analysed using SPSS version 25 and results were presented in descriptive statistics and inferential statistics with the level of significance set at p = < 0.05. Result: The majority (57.0%) of the respondents were within the age range of 25-40. The highest respondent cadres were registrars and medical officers 224 (49.9%). Of the total participants, 140 reported seeing over 40 patients per week. It was observed that 95.9% did explain to the patients the impressions of their symptoms at first contact. However, the percentage of respondents reduced markedly when giving the next appointment, 58.8%. Also, 86.6% always explain the need for hospital admission, 76.4% explained options of surgery while only 28.3% discussed mistakes/complications from the procedures. Conclusion: There were a lot of gaps in the patient’s understanding of their illnesses as imparted by the attending physicians. The gap increases after the first contact both in knowledge and understanding on the part of the patient which may be one of the major factors responsible for poor compliance and cooperation on the part of the patient which ultimately hinders the optimum delivery of effective and efficient health care. This in effect affects the overall health status of the community and society.

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24

Sargeant, Joan, Karen Mann, Douglas Sinclair, Suzanne Ferrier, Philip Muirhead, Cees van der Vleuten, and Job Metsemakers. "Learning in Practice: Experiences and Perceptions of High-Scoring Physicians." Academic Medicine 81, no. 7 (July 2006): 655–60. http://dx.doi.org/10.1097/01.acm.0000232422.81299.b7.

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25

Tinkle, JD. "AIDS and the podiatric medical practice." Journal of the American Podiatric Medical Association 85, no. 8 (August 1, 1995): 420–27. http://dx.doi.org/10.7547/87507315-85-8-420.

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The number of patients with HIV (human immunodeficiency virus) and AIDS (acquired immune deficiency syndrome) has increased to the point that every podiatric physician in this country will be treating patients who are HIV positive, knowingly or not. Podiatric physicians continue to be part of the medical team that must bear responsibility for the rapid changes in HIV education. Attention must be focused on educating physicians about all aspects of this disease, especially the primary and secondary diseases of AIDS and new treatments and their side effects. Sterile technique and universal precautions have now taken on new importance.

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26

Weissman, David E. "Cancer pain education for physicians in practice: Establishing a new paradigm." Journal of Pain and Symptom Management 12, no. 6 (December 1996): 364–71. http://dx.doi.org/10.1016/s0885-3924(96)00185-6.

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27

Ralph, William J., Barry L. Stewart, and Cleo H. Macmillan. "Survey of dental practice/dental education in Victoria. Part II. Recent graduates/graduating students." Australian Dental Journal 35, no. 1 (February 1990): 69–75. http://dx.doi.org/10.1111/j.1834-7819.1990.tb03030.x.

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28

Moran, Patrick G., and Roxanna Lynn Fredrickson. "Colorado personalized education for physicians (CPEP): Physiciansʼ communication skills and medical practice." Journal of Continuing Education in the Health Professions 13, no. 4 (1993): 289–98. http://dx.doi.org/10.1002/chp.4750130404.

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29

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.

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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.

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30

Barry, Jonathan. "Educating physicians in seventeenth-century England." Science in Context 32, no. 2 (June 2019): 137–54. http://dx.doi.org/10.1017/s0269889719000188.

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ArgumentThe tension between theoretical and practical knowledge was particularly problematic for trainee physicians. Unlike civic apprenticeships in surgery and pharmacy, in early modern England there was no standard procedure for obtaining education in the practical aspects of the physician’s role, a very uncertain process of certification, and little regulation to ensure a suitable reward for their educational investment. For all the emphasis on academic learning and international travel, the majority of provincial physicians returned to practice in their home area, because establishing a practice owed more to networks of kinship, patronage and credit than to formal qualifications. Only when (and where) practitioners had to rely solely on their professional qualification to establish their status as young practitioners that the community could trust would proposals to reform medical education, such as those put forward to address a crisis of medicine in Restoration London, which are examined here, be converted into national regulation of medical education in the early nineteenth century, although these proposals prefigured many informal developments in medical training in the eighteenth century.

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31

Jarrar, Yazun, Rami Musleh, Anas Hamdan, and Mustafa Ghanim. "Evaluation of the need for pharmacogenomics testing among physicians in the West Bank of Palestine." Drug Metabolism and Personalized Therapy 36, no. 4 (June 7, 2021): 289–94. http://dx.doi.org/10.1515/dmpt-2021-0121.

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Abstract Objectives Pharmacogenomics (PGx) testing optimizes pharmacotherapy and reduces interindividual variation in drug responses. However, it is still not implemented in clinical practice in the West Bank of Palestine (WBP). The aim of this study was to determine the need for PGx education and testing among physicians from different specialties in WBP. Methods This study used a cross-sectional survey that was administered to 381 physicians from different cities in WBP. The questionnaire consisted of 27 closed-ended questions that evaluate the exposure and attitude toward PGx education, the role of PGx testing in clinical practice, and the capabilities of physicians in PGx testing. Results It was found that exposure to PGx education is low, with most of the respondents (81.1%) answering that PGx was not an integral part of their medical education. The majority (>90%) of the participants agreed that PGx should be included in the medical school curriculum. It was also found that 58.5% of the participants agreed that PGx testing is relevant to their current clinical practice. In addition, most of the participant physicians (>60%) think that they are currently not capable of prescribing and making decisions for pharmacotherapy based on PGx testing. Conclusions It is concluded that there is a high need for PGx education and implementation in clinical practice in WBP. We recommend adding PGx courses to the curricula of medical schools and going forward with the implementation of PGx testing in clinical practice in WBP.

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32

Becker, John H. "Virtual Microscopes in Podiatric Medical Education." Journal of the American Podiatric Medical Association 96, no. 6 (November 1, 2006): 518–24. http://dx.doi.org/10.7547/0960518.

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In many medical schools, microscopes are being replaced as teaching tools by computers with software that emulates the use of a light microscope. This article chronicles the adoption of “virtual microscopes” by a podiatric medical school and presents the results of educational research on the effectiveness of this adoption in a histology course. If the trend toward virtual microscopy in education continues, many 21st-century physicians will not be trained to operate a light microscope. The replacement of old technologies by new is discussed. The fundamental question is whether all podiatric physicians should be trained in the use of a particular tool or only those who are likely to use it in their own practice. (J Am Podiatr Med Assoc 96(6): 518–524, 2006)

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33

Berkelhamer, J. E. "Charges by residents and faculty physicians in a university hospital pediatric practice." Academic Medicine 61, no. 4 (April 1986): 303–7. http://dx.doi.org/10.1097/00001888-198604000-00004.

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34

Xu, G., J. Veloski, M. Hojat, R. M. Politzer, H. K. Rabinowitz, and S. L. Rattner. "Factors influencing primary care physicians?? choice to practice in medically underserved areas." Academic Medicine 72, no. 10 (October 1997): S109???11. http://dx.doi.org/10.1097/00001888-199710000-00060.

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35

Varjavand, Nielufar, Nigel Pereira, and Dipak Delvadia. "Returning Inactive Obstetrics and Gynecology Physicians to Clinical Practice: The Drexel Experience." Journal of Continuing Education in the Health Professions 35, no. 1 (2015): 65–70. http://dx.doi.org/10.1002/chp.21264.

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36

Beric, Bojana, and Andjelka Dzeletovic. "Health promotion and health education: Theory and practice." Vojnosanitetski pregled 60, no. 4 (2003): 455–60. http://dx.doi.org/10.2298/vsp0304455b.

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Background. Since health promotion and health education are developing concepts around the world, the purpose of this paper was to compare theory and practice, at certain point in time in various countries. Methods. Data were collected using the structured direct interview. We approached 16 participants at the XVI World Conference on Health Promotion and Education. The responses of 11 participants were analyzed. Results. Health promotion is a separate profession in 4 out of 11 countries. Physicians are responsible for health promotion and education in all 11 countries. School was identified as a health promotion setting in all 11 countries, while community and hospital in 10. The Ottawa Charter (1986) guided the definition of health promotion for all participants, while 7 participants defined health promotion and health education differently. Conclusion. Unified definition of terms may allow similar practice at the international level; comprehensive approach to health includes all aspects of health, determinants, settings and practitioners; there occurs the need for health education as a separate profession globally.

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37

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.

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38

Barry, Jonathan. "Educating physicians in seventeenth-century England - ADDENDUM." Science in Context 32, no. 3 (August 27, 2019): 353. http://dx.doi.org/10.1017/s026988971900022x.

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ArgumentThe tension between theoretical and practical knowledge was particularly problematic for trainee physicians. Unlike civic apprenticeships in surgery and pharmacy, in early modern England there was no standard procedure for obtaining education in the practical aspects of the physician’s role, a very uncertain process of certification, and little regulation to ensure a suitable reward for their educational investment. For all the emphasis on academic learning and international travel, the majority of provincial physicians returned to practice in their home area, because establishing a practice owed more to networks of kinship, patronage and credit than to formal qualifications. Only when (and where) practitioners had to rely solely on their professional qualification to establish their status as young practitioners that the community could trust would proposals to reform medical education, such as those put forward to address a crisis of medicine in Restoration London, which are examined here, be converted into national regulation of medical education in the early nineteenth century, although these proposals prefigured many informal developments in medical training in the eighteenth century.

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39

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.

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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.

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40

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.

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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.

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41

Huijer, Huda Abu-Saad, Hani Dimassi, and Sarah Abboud. "Perspectives on palliative care in Lebanon: Knowledge, attitudes, and practices of medical and nursing specialties." Palliative and Supportive Care 7, no. 3 (September 2009): 339–47. http://dx.doi.org/10.1017/s1478951509990277.

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AbstractObjective:Our objective was to determine the knowledge, attitudes, and practices of physicians and nurses on Palliative Care (PC) in Lebanon, across specialties.Method:We performed a cross-sectional descriptive survey using a self-administered questionnaire; the total number of completed and returned questionnaires was 868, giving a 23% response rate, including 74.31% nurses (645) and 25.69% physicians (223).Results:Significant differences were found between medical and surgical nurses and physicians concerning their perceptions of patients' and families' outbursts, concerns, and questions. Knowledge scores were statistically associated with practice scores and degree. Practice scores were positively associated with continuing education in PC, exposure to terminally ill patients, and knowledge and attitude scores. Acute critical care and oncology were found to have lower practice scores than other specialties.Significance of results:Formal education in palliative care and development of palliative care services are very much needed in Lebanon to provide holistic care to terminally ill patients.

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42

Bray, Scott D., Shannon Hart, Ryan P. Kelly, Ryan M. Murray, Anna Nippard, Jared M. Ryan, and Roger Avery. "A Knowledge Translation Framework for Improving Concussion Education Among Medical Students and Physicians." International Journal of Sport, Exercise and Health Research 6, no. 1 (June 25, 2022): 7–12. http://dx.doi.org/10.31254/sportmed.6102.

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Objective: The objective of this paper is to outline key principles required for a knowledge translation (KT) strategy on concussion education for medical trainees and physicians to promote knowledge retention and practice change. Design: Qualitative review of the literature on concussion education for medical trainees and physicians utilizing the Canadian Institute of Health Research (CIHR) Knowledge to Action (KTA) Cycle as a framework. Results: Medical education on concussion appears to be increasing, but many knowledge gaps persist. Although many concussion guidelines and standardized assessments have been developed, many physicians are either not aware of them, do not use them, or provide inaccurate or inconsistent discharge instructions. Focused, interactive concussion education sessions, education outreach by trained facilitators, and adoption of a spiral curriculum are preferred modalities. To facilitate concussion education, medical professionals must recognize the importance of concussion in their practice. Interventions should deliver high-yield information and be integrated into existing programs such as academic half days (AHD) and the Maintenance of Certification Program (MOC). Many KT tools and interventions have been developed, such as the Concussion Awareness Training Tool (CATT) for Medical Professionals, but evidence of their utilization and effectiveness is limited. Existing tools should be reviewed, updated, implemented, and evaluated for their effectiveness of improving both conceptual and instrumental knowledge. Conclusion: KT strategies for concussion medical education should utilize the CIHR KTA Cycle principles outlined in this review as a guide to design interventions that improve the concussion knowledge of medical trainees and physicians.

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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.

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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.

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Jennett, P. A., I. J. Parboosingh, J. M. Lockyer, W. A. Maes, and C. A. Paul. "A pilot study of a medical information system for family physicians in practice." Academic Medicine 63, no. 3 (March 1988): 193–5. http://dx.doi.org/10.1097/00001888-198803000-00008.

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Lee, Linda, Gillian King, Thomas Freeman, and Kevin W. Eva. "Situational cues surrounding family physicians seeking external resources while self-monitoring in practice." Advances in Health Sciences Education 24, no. 4 (May 23, 2019): 783–96. http://dx.doi.org/10.1007/s10459-019-09898-1.

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Ting, D. K., B. Bailey, F. Scheuermeyer, T. M. Chan, and D. R. Harris. "P150: Emergency medicine resident perspectives on journal club as a community of practice and its impact on clinical medicine." CJEM 20, S1 (May 2018): S110. http://dx.doi.org/10.1017/cem.2018.348.

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Introduction: Despite revolutionary changes in the medical education landscape, journal club (JC) continues to be a ubiquitous pedagogical tool and is a primary way that residency programs review new evidence and teach evidence-based medicine. JC is a community of practice among physicians, which may help translate research findings into practice. Program representatives state that JC should have a goal of translating novel research into changes in clinical care, but there has been minimal evaluation of the success of JC in achieving this goal. Specifically, emergency medicine resident perspectives on the utility of JC remain unknown. Methods: We designed a multi-centre qualitative study for three distinct academic environments at the University of British Columbia (Vancouver, Victoria and Kelowna). Pilot testing was performed to generate preliminary themes and to finalize the interview script. An exploratory, semi-structured focus group was performed, followed by multiple one-on-one interviews using snowball sampling. Iterative thematic analysis directed data collection until thematic sufficiency was achieved. Analysis was conducted using a constructivist Grounded Theory method with communities of practice as a theoretical lens. Themes were compared to the existing literature to corroborate or challenge existing educational theory. Results: Pilot testing has revealed the following primary themes: (1) Only select residents are able to increase their participation in JC over the course of residency and navigate the transition from peripheral participant to core member; (2) These residents use their increased clinical experience to perceive relevance in JC topics, and; (3) Residents who remain peripheral participants identify a lack time to prepare for journal club and a lack of staff physician attendance as barriers to resident engagement. We will further develop these themes during the focus group and interview phases of our study. Conclusion: JC is a potentially valuable educational resource for residents. JC works as a community of practice only for a select group of residents, and many remain peripheral participants for the duration of their residency. Incorporation of Free Open-Access Medical Education resources may also decrease preparation time for residents and staff physicians and increase buy-in. To augment clinical impact, the JC community of practice may need to expand beyond emergency medicine and include other specialties.

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Hegarty, Kelsey, Rhian Parker, Danielle Newton, Laura Forrest, Janelle Seymour, and Lena Sanci. "Feasibility and acceptability of nurse-led youth clinics in Australian general practice." Australian Journal of Primary Health 19, no. 2 (2013): 159. http://dx.doi.org/10.1071/py12025.

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Internationally, youth access to primary health care is problematic due to documented barriers such as cost, concerns about confidentiality, and knowledge about when to attend and available services. The treatment of health problems earlier in life together with engagement in prevention and health education can optimise youth health and maximise the potential of future wellbeing. This study investigated the feasibility, acceptability and cost of establishing nurse-led youth clinics in Victoria, Australia. Three general practices in rural and regional areas of Victoria implemented the nurse-led youth health clinics. The clinics were poorly attended by young people. Practice nurses identified several barriers to the clinic attendance including the short timeframe of the study, set times of the clinics and a lack of support for the clinics by some GPs and external youth health clinics, resulting in few referrals. The clinics cost from $5912 to $8557 to establish, which included training the practice nurses. Benefits of the clinics included increased staff knowledge about youth health issues and improved relationships within the general practice staff teams. The implementation of youth health clinics is not feasible in a short timeframe and to maximise use of the clinics, all members of the general practice team need to find the clinics acceptable.

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Constable, Robert. "Education for Social Work as a Self-regulating Profession." Estudios sobre Educación 2 (June 6, 2018): 67–83. http://dx.doi.org/10.15581/004.2.25674.

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The paper was given on 5 April 2000 as an invitational paper at the university of Macerata in Italy upon the opening of their new program preparing for social work (assistence sociale) practice in Italy. The paper discusses models of social work education which would prepare for free-standing, self-regulated practice (una libera professione) of social work, similar to professions of physicians, lawyers, accountants, etc. there is discussion of international models of social work practice, the general scope of work an advanced, specialized practice

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Widyahening, Indah S., Rodri Tanoto, Fedri Rinawan, Elsa P. Setiawati, and Zorayda E. Leopando. "Does the establishment of universal health coverage drive the foundation of postgraduate education for primary care physicians?" Medical Journal of Indonesia 26, no. 2 (August 18, 2017): 141–51. http://dx.doi.org/10.13181/mji.v26i2.1857.

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Background: Studying the formation of postgraduate training in primary care within countries which has attained Universal Health Coverage (UHC) is important to support the development of similar training in low-and middle-income countries aiming to achieve UHC by 2030. This review aims to describe the state of postgraduate training for primary care physicians in UHC-attaining countries.Methods: A literature review of published literature and official documents from the websites of regional and global health/primary care organizations or societies such as World Health Organization (WHO), World Organization of Family Doctors (WONCA), European Forum for Primary Care, European Union of General Practitioners (GP)/Family Physicians (FP), European Academy of Teachers in GP/Family Medicine (FM), as well as the websites of GP/FP organizations in each of the respective countries. The list of UHC attained countries were identified through WHO and International Labor Organization databases.Results: A total number of 72 UHC-attained countries were identified. Postgraduate education for primary care physicians exists in 62 countries (86%). Explicit statements that establish primary care postgraduate training were corresponded with the policy on UHC is found in 11 countries (18%). The naming of the program varies, general practice and family medicine were the commonest. In 33 countries (53%), physicians are required to undertake training to practice in primary level. The program duration ranged from 2–6 years with 3 years for the majority.Conclusion: Although UHC is not the principal driving force for the establishment of postgraduate training for primary care physicians in many countries, most UHC-attaining countries make substantial endeavor to ensure its formation as a part of their health care reform to improve national health.

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Naccarella, Lucio, Theonie Tacticos, Jane Sims, and Maria Potiriadis. "Capacity building initiatives within the Divisions of General Practice setting in Victoria, Australia." Australian Journal of Primary Health 11, no. 2 (2005): 128. http://dx.doi.org/10.1071/py05031.

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The General Practice Education, Support and Community Linkages Program (the Program) supported uptake of the Enhanced Primary Care (EPC) Medicare Benefits Schedule items. A goal underpinning the Program was to build the capacity of Divisions of General Practice to support GPs' EPC item usage. Capacity building was operationalised as: workforce development, organisational development, and resource allocation. This paper reports on the extent to which the Program built the Divisions' capacity to support GPs' EPC item usage. Telephone interviews were conducted with participating Division Chief Executive Officers (CEOs), EPC Coordinators and GP Trainers. Division CEOs, EPC Coordinators and GP trainers corroborated that the Program contributed to Divisions' capacity to support GPs' EPC item usage. Responses reflected interviewees' respective roles and position in Divisions. Given CEOs' strategic roles, they were more positive about the Program, EPC Coordinators and GP Trainers were less positive, given their pragmatic roles. It appeared that respondents had not explicitly considered the Program as a capacity building exercise. We infer that they may have been too close to implementation to see the Program's overarching policy and strategy. The evaluation highlighted the importance of implementing and evaluating capacity building initiatives explicitly using capacity building frameworks. To assist program sustainability, future schemes in the general practice setting would benefit from an explicit reference to capacity building in their stated objectives.

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