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Total 198068 results found since Jan 2013.

The role of morbidity and mortality rounds in medical education: a scoping review
ConclusionsThe MMR is widely utilised as an educational tool to promote medical education, patient safety and quality improvement. Although evidence to guide the design and implementation of the MMR to achieve measurable CME outcomes remains limited, there are components associated with positive improvements to learning and performance outcomes.
Source: Medical Education - March 13, 2017 Category: Universities & Medical Training Authors: Paul Benassi, Lindsey MacGillivray, Ivan Silver, Sanjeev Sockalingam Tags: Medical Education in Review Source Type: research

Accreditation rules safeguard continuing medical education from commercial influence
Meixel et al1 make several misleading and unsupported claims about continuing medical education (CME) in their opinion piece. The Accreditation Council for Continuing Medical Education (ACCME) exists to set and monitor the standards that, among other goals, ensure that educational programmes offered by organisations that we accredit are independent and free of commercial bias. The authors claim that ‘Continuing medical education (CME) courses are an important part of promotion prior to drug approval and have become a key marketing tool for increasing clinician receptivity to new products’, but provide no suppor...
Source: Journal of Medical Ethics - February 25, 2016 Category: Medical Ethics Authors: McMahon, G. T. Tags: Sexual health, Competing interests (ethics), Postgraduate, Education, medical Current controversy Source Type: research

Continuing medical education revisited: theoretical assumptions and practical implications: a qualitative study
Conclusions: What emerged as a pivotal parameter in designing educational interventions is to focus on small group educational events which could provide a supportive friendly context, enhance motivation through learner-centered approaches and allow interaction, experimentation and critical reflection. It should be outlined however that further research is required as the present study is limited in scope, having dealt with a limited sample.
Source: BMC Medical Education - December 31, 2014 Category: Universities & Medical Training Authors: Alexander DionyssopoulosThanasis KaralisEugenia Panitsides Source Type: research

Family physicians enhance end-of-life care: evaluation of a new continuing medical education learning module in British Columbia
Conclusions: The EOL learning module offered by the PSP to family physicians in BC is a successful and impactful CME accredited training module for enhancing end-of-life care in primary care settings.
Source: BMC Medical Education - July 24, 2015 Category: Universities & Medical Training Authors: Helena KadlecMarcus HollanderCatherine ClellandLiza KallstromMarcus Hollander Source Type: research

Applicability of the theory of planned behavior in explaining the general practitioners eLearning use in continuing medical education
General practitioners (GP) update their knowledge and skills by participating in continuing medical education (CME) programs either in a traditional or an e-Learning format. GPs ’ beliefs about electronic forma...
Source: BMC Medical Education - August 22, 2016 Category: Universities & Medical Training Authors: Arash Hadadgar, Tahereh Changiz, Italo Masiello, Zahra Dehghani, Nahidossadat Mirshahzadeh and Nabil Zary Source Type: research

A Mixed Learning Technology Approach for Continuing Medical Education.
DISCUSSION: The users of the Web-based learning system were satisfied with its features, ease of use, and the ability to access online CME instructional material. Learners who accessed the system reported a higher level of computer skill and comfort than those who did not, and the majority of these users accessed the system at times other than the live audio teleconference sessions. The greatest use of the system appeared to be for self-directed learning. The success of a mixed learning technology approach is dependent on Internet connectivity and computer access; learners and faculty having time to access and use the Web;...
Source: Medical Education Online - March 4, 2017 Category: Universities & Medical Training Tags: Med Educ Online Source Type: research

Webinar-based continuing medical education in otorhinolaryngology during the COVID-19 pandemic in Germany: a longitudinal study
Conclusions Although the pandemic context likely influenced the results, we conclude that periodic ear, nose and throat webinar training during COVID-19 in 2020 was an effective alternative delivery method. We found high attention rates, high levels of participant satisfaction and low costs. Evaluations and re-evaluations will be necessary to adapt teaching concepts successfully and ensure high levels of teaching and learning efficiency.
Source: BMJ Open - December 6, 2021 Category: General Medicine Authors: Walther, L. E., Blödow, A., Volkenstein, S., Dazert, S., Löhler, J. Tags: Open access, Medical education and training, COVID-19 Source Type: research

A fresh perspective on medical education: the lens of the arts
ConclusionsThe effectiveness of the arts cannot be measured by yardsticks that have been set for judging technical proficiency or short‐term impact. The possible outcomes of embracing the arts in medical education include an enriched view of lifelong learning and professional development, the potential to critique prevailing approaches to medical practice, and the revisualisation of medicine as a succession of performances. These open up the broader social aspects of medical practice to scrutiny and offer new and distinctive ways of exploring professional knowledge and identity.
Source: Medical Education - July 7, 2015 Category: Universities & Medical Training Authors: Jonathan Lake, Louise Jackson, Claire Hardman Tags: Medical Education in Review Source Type: research

A guiding framework to maximise the power of the arts in medical education: a systematic review and metasynthesis
ConclusionsThe arts have unique qualities that can help create novel ways to engage learners. These novel ways of engagement can foster learners’ ability to discover and create new meanings about a variety of topics, which in turn can lead to better medical practice. At each of these steps, specific actions by the teacher can enhance the potential for learners to move to the next step. The process can be enhanced when learners participate in the context of a group, and the group itself can undergo transformative change. Future work should focus on using this model to guide process design and outcome measurement in arts‐based education.
Source: Medical Education - February 19, 2016 Category: Universities & Medical Training Authors: Paul Haidet, Jodi Jarecke, Nancy E Adams, Heather L Stuckey, Michael J Green, Daniel Shapiro, Cayla R Teal, Daniel R Wolpaw Tags: Humanism in medical education Source Type: research

Assessing empathy development in medical education: a systematic review
ConclusionsWe suggest that future research should follow the lead of basic scientific research that conceptualises empathy as relational – an engagement between a subject and an object – rather than as a personal quality that may be modified wholesale through appropriate training.
Source: Medical Education - February 19, 2016 Category: Universities & Medical Training Authors: Sandra H Sulzer, Noah W Feinstein, Claire L Wendland Tags: Humanism in medical education Source Type: research

A systematic review of the effectiveness of flipped classrooms in medical education
ConclusionsThere has been a recent increase of research rigor and variety in measures of effectiveness in studies on the FC in medical education. The FC is a promising teaching approach to increase learners' motivation and engagement. More solid evidence on its effect on changes in knowledge and skills are warranted. Further studies should also examine the long‐term effects of FCs with regard to knowledge retention and transfer of knowledge to professional practice and patient care.
Source: Medical Education - May 9, 2017 Category: Universities & Medical Training Authors: Fei Chen, Angela M Lui, Susan M Martinelli Tags: Medical Education in Review Source Type: research

Exploring stakeholders’ views of medical education research priorities: a national survey
ConclusionsThis study indicates that, across the spectrum of stakeholders and geography, certain MER priorities are consistently identified. These priority areas are in harmony with a range of current drivers in UK medical education. They provide a platform of evidence on which to base decisions about MER programmes in Scotland and beyond.
Source: Medical Education - October 12, 2014 Category: Universities & Medical Training Authors: Ashley A Dennis, Jennifer A Cleland, Peter Johnston, Jean S Ker, Murray Lough, Charlotte E Rees Tags: Medical Education Research Source Type: research

Exploration of perceived effects of innovations in postgraduate medical education
Conclusions  These outcomes are in line with theoretical notions regarding innovations in general and may be helpful in the implementation of other innovations in PGME. Given the substantial effects of innovations outside the strictly education‐related domain, individuals designing and implementing innovations should consider all potential effects, including those identified in this study.
Source: Medical Education - February 8, 2013 Category: Universities & Medical Training Authors: Joanne P I Fokkema, Pim W Teunissen, Michiel Westerman, Nadine van der Lee, Cees P M van der Vleuten, Albert J J A Scherpbier, P Joep Dörr, Fedde Scheele Tags: innovation in medical education Source Type: research

Does locally delivered small group continuing medical education (CME) meet the learning needs of rural general practitioners?
Authors: Dowling S, Last J, Finnegan H, O'Connor K, Cullen W Abstract The World Health Organisation policy of improving retention of rural health care practitioners recommended that continuing medical education (CME) programmes addressing their needs should be accessible and delivered where they live and work. This cross-sectional study involved a self-administered anonymous questionnaire completed by GPs attending CME small groups (CME-SGL) in Ireland. All GPs attending CME-SGL in a one-month period were invited to complete the questionnaire which examined demographic details, distance to travel to educational mee...
Source: Education for Primary Care - February 14, 2019 Category: Primary Care Tags: Educ Prim Care Source Type: research

How does small group continuing medical education (CME) impact on practice for rural GPs and their patients, a mixed-methods study.
Authors: Dowling S, Last J, Finnegan H, Bourke J, Daly P, Hanrahan C, Harrold P, McCoombe G, Cullen W Abstract Studies which report outcomes of continuing medical education (CME) interventions for rural general practitioners (GPs) are limited. This mixed methods study recruited GPs from four CME small group learning (SGL) tutor groups based in different rural locations in the Republic of Ireland. A two-hour teaching module on deprescribing in older patients was devised and implemented. Assessment of educational outcomes was via questionnaires, prescribing audits and qualitative focus groups. All GPs (n = 43) in the...
Source: Education for Primary Care - February 26, 2020 Category: Primary Care Tags: Educ Prim Care Source Type: research