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Journal of Continuing Education in the Health Professions

Judy Wakeling, Sarah Holmes, Alan Boyd, John Tredinnick-Rowe, Niall Cameron, Martin Marshall, Marie Bryce, Julian Archer
INTRODUCTION: Reflective practice has become the cornerstone of continuing professional development for doctors, with the expectation that it helps to develop and sustain the workforce for patient benefit. Annual appraisal is mandatory for all practicing doctors in the United Kingdom as part of medical revalidation. Doctors submit a portfolio of supporting information forming the basis of their appraisal discussion where reflection on the information is mandated and evaluated by a colleague, acting as an appraiser...
February 4, 2019: Journal of Continuing Education in the Health Professions
Edwin Krogh, Álvaro Langer, Carlos Schmidt
In this article, we propose a model of doctor-patient encounter that integrates the concept of therapeutic presence (TP), derived from psychotherapy research, as an indispensable substrate for the benefit of the therapeutic alliance between patient and doctor. To this end, the concepts of the doctor-patient relationship and doctor-patient communication are revisited to explore their therapeutic dimensions. The concept of TP is defined, and existing literature about the relationship between that concept, the therapeutic alliance, and mindfulness is reviewed, alongside an examination of related concepts that have developed within nursing and medicine...
January 10, 2019: Journal of Continuing Education in the Health Professions
Benjamin A Nelson
States dictate the type of continuing medical education (CME) required for licensing; however, CME providers are not mandated to create content relevant to all specialties. This often forces pediatricians to engage in educational activities that are irrelevant to their practice. This is contrary to what constitutes effective CME. The goal was to develop pediatric content using adult learning theory that aligns with effective CME principles while simultaneously satisfying state licensure requirements. A targeted needs assessment of pediatric providers revealed that pediatric-specific CME activities satisfying the state's requirement for pain management and end-of-life issues were lacking...
January 9, 2019: Journal of Continuing Education in the Health Professions
Heidi N Eukel, Elizabeth Skoy, Amy Werremeyer, Siri Burck, Mark Strand
INTRODUCTION: Continuing education is needed for health professionals to take an active role in reversing the opioid crisis. This report describes the results of training to promote behavioral change by altering pharmacists' perceptions toward opioid misuse through the provision of content-related education. METHODS: A free 3-hour opioid misuse and overdose prevention training program was developed and delivered to 43 community pharmacists. The training consisted of five modules addressing the disease of addiction, risks associated with opioids and accidental overdose, the role of naloxone, opioid dispensing and consultation pearls, and effective ways to communicate with patients about opioids...
January 3, 2019: Journal of Continuing Education in the Health Professions
Norman Kahn, Kathy Chappell, Kate Regnier, Dimitra V Travlos, Doris Auth
In 2016, 116 people died each day from opioid-related drug overdoses and in 2017, the Department of Health and Human Services declared the opioid crisis a public health emergency. During the preceding years, the continuing education (CE) accreditors in the health professions identified a need for a strategic, coordinated effort that would involve an interprofessional coalition of multiple stakeholders to respond to this emerging public health challenge. The Conjoint Committee on Continuing Education, a national coalition of organizations in the professions of medicine, nursing, dentistry, pharmacy, and physician assistants, stepped up to assume a leadership position...
January 3, 2019: Journal of Continuing Education in the Health Professions
Emmanuel Bäckryd
Tom L. Beauchamp and James F. Childress' (B&C) book Principles of Biomedical Ethics is well known for its four-principle approach to biomedical ethics. However, the authors also emphasize the importance of the virtues of health care personnel. After a short overview of virtue ethics, the five "focal virtues" described by B&C are discussed and applied to a chronic pain example. The question of how virtues are learned in the health care setting is addressed, and it is argued that virtues such as the ones defended by B&C are acquired when health care personnel are socialized in an environment dedicated to the continuous upholding of practices that aim at the telos of medicine...
January 3, 2019: Journal of Continuing Education in the Health Professions
Carol A Mancuso, Jessica R Berman, Laura Robbins, Stephen A Paget
INTRODUCTION: Continuing education is necessary to foster new and effective research mentoring skills. We asked faculty about their research mentoring practices and what would support their skills and abilities as ongoing and effective research mentors. METHODS: Twenty-two experienced mentors were interviewed and asked about perceived areas for improvement, and challenges and facilitators to continued research mentoring. Responses were analyzed with qualitative techniques using semistructured interviews, grounded theory, and a constant comparative analytic strategy...
January 3, 2019: Journal of Continuing Education in the Health Professions
Tiffany A Moore Simas, Joanna M Cain, Robert J Milner, Martha E Meacham, Annika L Bannon, Leonard L Levin, Nili Amir, Katherine Leung, Judith K Ockene, Luanne E Thorndyke
INTRODUCTION: To describe Academic Health Center (AHC) faculty leadership development program characteristics and categorize leadership topics into thematic areas suggesting competency domains to guide programmatic curricular development. METHODS: A systematic literature review was conducted (PubMed/MEDLINE, Scopus, Cumulative Index of Nursing and Allied Health Literature [CINAHL], and Journal Storage [JSTOR databases]). Eligible studies described programs with leadership development intent for faculty in AHCs...
December 5, 2018: Journal of Continuing Education in the Health Professions
Mao Ding, Oksana Babenko, Sudha Koppula, Anna Oswald, Jonathan White
INTRODUCTION: Lifelong learning requires sustained motivation for learning. Employing a motivational theory framework, we investigated the relationships of psychological need satisfaction, clinical teaching involvement, and lifelong learning of physicians at different career stages and in various medical specialties. We also examined the associations of physician lifelong learning with stress, burnout, teaching enjoyment, and life satisfaction, all of which are essential for physician well-being and, ultimately, for the provision of quality patient care...
October 29, 2018: Journal of Continuing Education in the Health Professions
Russet R Rogers, John A Owen, Donna M Lake, Carol Fowler Durham, Tina G Latham, Gwen Sherwood, Christopher S Golding
INTRODUCTION: North Carolina AHEC (NC AHEC) leadership recognized that continuing interprofessional education (CIPE) is vital for improving patient care and outcomes. Rather than train and educate in professional silos, interprofessional education presented an opportunity to reframe continuing education (CE) to improve the integration of care delivery and outcomes. METHODS: In April 2014, two regional AHECs collaborated to design a statewide initiative for AHEC CE leaders, CE professionals, and CE faculty to learn about integrating interprofessional education into CE planning and implementation...
October 2018: Journal of Continuing Education in the Health Professions
Jennifer L Bryan, Diana E Stewart, Jessica Uriarte, Alexandra Hernandez, Aanand D Naik, Kyler M Godwin
Health care professionals in the United States are expected to engage in quality improvement (QI) as part of their daily practice. This has created the need for QI training at all levels of health professional education. A reported barrier to increasing QI-trained health care professionals is the lack of QI-trained faculty at health care institutions and the limited availability of practitioners, given their daily clinical demands. E-learning is a potential solution. E-learning allows learning outside the traditional classroom setting, where instructors can flexibly deliver practical QI curricula to an interprofessional audience in multiple practice locations...
October 2018: Journal of Continuing Education in the Health Professions
Simon Kitto
No abstract text is available yet for this article.
October 2018: Journal of Continuing Education in the Health Professions
Wid Alsabban, Simon Kitto
INTRODUCTION: There have been initial efforts to link continuing medical education (CME), quality improvement (QI), and patient safety in North America. However, limited empirical research has been performed to characterize the relationship and integration between CME and QI/patient safety in the Kingdom of Saudi Arabia (KSA). To explore health care leaders' perceptions and experiences of collaboration between the CME department (CME-D) and the quality management administration (QMA), we conducted an exploratory qualitative study at a large governmental health care center named [blinded for peer review] in [blinded for peer review], KSA...
October 2018: Journal of Continuing Education in the Health Professions
Renée A Scheepers, Myra van den Goor, Onyebuchi A Arah, Maas Jan Heineman, Kiki M J M H Lombarts
INTRODUCTION: For continuous professional development, it is imperative that physicians regularly receive performance feedback from their peers. Research shows that professionals are more proactive in learning and knowledge sharing with peers in teams with more psychological safety. Psychological safety has however not been studied in relation to peers' performance feedback. This study investigated the association between physicians' perceptions of psychological safety and performance feedback received from their peers...
October 2018: Journal of Continuing Education in the Health Professions
Laura-Mae Baldwin, Michael A Fischer, Jennifer Powell, Erika Holden, Leah Tuzzio, Lyle J Fagnan, Jeff Hummel, Michael L Parchman
No abstract text is available yet for this article.
October 2018: Journal of Continuing Education in the Health Professions
David Wiljer, Walter Tavares, Maria Mylopoulos, Craig Campbell, Rebecca Charow, Dave Davis, Allan Okrainec, Ivan Silver, Sanjeev Sockalingam
Continuing professional development (CPD) can support delivery of high-quality care, but may not be optimized until we can understand cultural barriers and facilitators, especially as innovations emerge. Lifelong learning (LLL), linked with quality improvement, competence, and professionalism, is a core competency in medical education. The purpose of this study is to examine cultural factors (individual, organizational, and systemic) that influence CPD and specifically the use of clinical data to inform LLL and CPD activities...
October 2018: Journal of Continuing Education in the Health Professions
Elizabeth Wenghofer, Peter Boal, Nathanial Floyd, Joan Lee, Robert Woodard, William Norcross
INTRODUCTION: The Physician Enhancement Program (PEP) is an in-practice monitoring program for physicians with potential dyscompetency issues. One component of PEP is a monthly chart audit. The purpose of our study was to determine if physicians' charting skills improve through their participation in PEP. METHODS: The sample included physicians who participated in PEP for at least 6 months regardless of specialization, age, or gender (n = 77). PEP chart audits evaluate seven different aspects of chart and care quality, including legibility, organization, history, assessment/formulation, treatment, physical examination, and overall chart quality...
August 30, 2018: Journal of Continuing Education in the Health Professions
Jocelyn M Lockyer, Sanjeev Sockalingam, Craig Campbell
INTRODUCTION: Fellows of the Royal College of Physicians and Surgeons of Canada are required to participate in assessment activities for all new 5-year cycles beginning on or after January 2014 to meet the maintenance of certification program requirements. This study examined the assessment activities which psychiatrists reported in their maintenance of certification e-portfolios to determine the types and frequency of activities reported; the resultant learning, planned learning, and/or changes to the practice they planned or implemented; and the interrelationship between the types of assessment activities, learning that was affirmed or planned, and changes planned or implemented...
August 28, 2018: Journal of Continuing Education in the Health Professions
Sebastian Stevens, James Read, Rebecca Baines, Arunangsu Chatterjee, Julian Archer
INTRODUCTION: Over the past 10 years, a number of systematic reviews have evaluated the validity of multisource feedback (MSF) to assess and quality-assure medical practice. The purpose of this study is to synthesize the results from existing reviews to provide a holistic overview of the validity evidence. METHODS: This review identified eight systematic reviews evaluating the validity of MSF published between January 2006 and October 2016. Using a standardized data extraction form, two independent reviewers extracted study characteristics...
August 27, 2018: Journal of Continuing Education in the Health Professions
Ching Sin Siau, Lei-Hum Wee, Norhayati Ibrahim, Uma Visvalingam, Lena Lay Ling Yeap, Suzaily Wahab
INTRODUCTION: There is a lack of suicide-related training in the nonpsychiatric health professional's basic education. We suggest that a continuing education through a brief gatekeeper suicide training program could be a suitable platform to improve suicide-related knowledge, self-efficacy, and attitudes. This study aimed at examining the effectiveness of the Question, Persuade, Refer gatekeeper program on improving the knowledge, self-efficacy in suicide prevention, and understanding of/willingness to help suicidal patients of Malaysian hospital health professionals...
July 19, 2018: Journal of Continuing Education in the Health Professions
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