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Assessment and Feedback Methods in Competency-Based Medical Education
Ann Allergy Asthma Immunol. 2021 Dec 17:S1081-1206(21)01309-0. doi: 10.1016/j.anai.2021.12.010. Online ahead of print.ABSTRACTGraduate and continuing medical education programs have transitioned to a competency-based medical education (CBME) model, where abilities necessary for the practice of medicine, called competencies, are defined as learning outcomes. Each competency contains milestones that describe stages of development from novice to master and provide criteria for assessing learners along this continuum. Assessments in CBME are formative and are intended to assist learners in achieving the next stage in mastery r...
Source: Annals of Allergy, Asthma and Immunology - December 20, 2021 Category: Allergy & Immunology Authors: Gerald B Lee Asriani M Chiu Source Type: research

Graduate Medical Education: Its Role in Achieving a True Medical Education Continuum
Nearly half a century ago, Lowell T. Coggeshall recommended, through what has come to be known as the Coggeshall Report, that physician education—medical school (or undergraduate medical education [UME]), residency training (or graduate medical education [GME]), and continuing medical education (CME)—be “planned and provided as a continuum.” While the dream of a true continuum remains unfulfilled, recent innovations focused on defining and assessing meaningful outcomes at last offer the anchor for the creation of a seamless, flexible, and ongoing pathway for the preparation of physicians. Recent innovations, includ...
Source: Academic Medicine - August 28, 2015 Category: Universities & Medical Training Tags: Perspectives Source Type: research

Networked Learning and Network Science: Potential Applications to Health Professionals’ Continuing Education and Development
Prior interpersonal relationships and interactivity among members of professional associations may impact the learning process in continuing medical education (CME). On the other hand, CME programs that encourage interactivity between participants may impact structures and behaviors in these professional associations. With the advent of information and communication technologies, new communication spaces have emerged that have the potential to enhance networked learning in national and international professional associations and increase the effectiveness of CME for health professionals. In this article, network science, b...
Source: Journal of Continuing Education in the Health Professions - September 17, 2015 Category: Universities & Medical Training Authors: Alvaro Margolis, John Parboosingh Tags: Methodology Source Type: research

Networked Learning and Network Science: Potential Applications to Health Professionals ’ Continuing Education and Development
Prior interpersonal relationships and interactivity among members of professional associations may impact the learning process in continuing medical education (CME). On the other hand, CME programs that encourage interactivity between participants may impact structures and behaviors in these professional associations. With the advent of information and communication technologies, new communication spaces have emerged that have the potential to enhance networked learning in national and international professional associations and increase the effectiveness of CME for health professionals. In this article, network science, b...
Source: Journal of Continuing Education in the Health Professions - September 16, 2015 Category: Universities & Medical Training Authors: Alvaro Margolis, John Parboosingh Tags: Methodology Source Type: research

Making your voice heard: sharing outcomes of continuing nursing education.
Abstract Continuing education providers are expected to evaluate the outcomes of learning activities. Professional standards also address the expectation that those outcomes will be shared with others to validate the significance of continuing education and the role of the nursing professional development specialist. PMID: 23444875 [PubMed - in process]
Source: Journal of Continuing Education in Nursing - March 1, 2013 Category: Nursing Authors: Dickerson PS Tags: J Contin Educ Nurs Source Type: research

Continuing Medical Education for Air Medical Providers: The Successes and Challenges
Objective: Research has shown that patients transported by nonpediatric teams have higher rates of morbidity and mortality. There is currently a paucity of pediatric standardized ongoing medical education for emergency medical service providers, thus we aimed to develop a model curriculum to increase their knowledge regarding pediatric respiratory distress and failure. Methods: The curriculum was based on the Kolb Learning Cycle to optimize learning. Target learners were flight nurses (registered nurse) and emergency medical technicians of a private helicopter emergency transport team. The topics included were pediatric s...
Source: Pediatric Emergency Care - February 1, 2016 Category: Emergency Medicine Tags: Original Articles Source Type: research

Delivering a novel medical education "Escape Room" at a national scientific conference-first live, then pivoting to remote learning due to COVID19
In this report, we outline some of the medical literature and then provide our step-by-step approach and lessons learned when building what was, to our knowledge, the first continuing medical education Escape Room at a national scientific meeting. We then comment on how this innovative educational offering was re-imagined the following year for remote (virtual) learning because of the COVID-19 pandemic.PMID:34029564 | DOI:10.1016/j.chest.2021.04.069
Source: Chest - May 24, 2021 Category: Respiratory Medicine Authors: Viren Kaul Amy Morris June M Chae James A Town William F Kelly Source Type: research