Journal of Continuing Education in the Health Professions最新文献

Introduction: Advanced practice providers (APPs), including physician assistants and nurse practitioners, benefit from structured onboarding curricula as they transition into specialty practice. These programs aim to enhance evidence-based knowledge, clinical skills, and core competencies, ultimately improving provider competency and health care quality. This scoping review seeks to map the existing literature on specialty-focused APP onboarding practices and identify knowledge gaps.

Methods: A systematic search was conducted from April to August 2024 using Medline, CINAHL, and SCOPUS databases. Key search terms included "APP," "physician assistant," "nurse practitioner," "specialty," "onboarding," and "curriculum." The review followed the Joanna Briggs Institute methodology and PRISMA Extension for Scoping Reviews checklist. Data were managed using Zotero and Covidence for citation and screening, with data extraction performed using Joanna Briggs templates.

Results: The review included studies primarily from academic medical centers (57.89%), focusing on both inpatient and outpatient settings (42.11%). Common onboarding strategies included clinical mentorship (84.21%) and educational modules (84.21%), with additional methods like shadowing (47.37%) and skills sessions (36.84%). Evaluation strategies included performance reviews (52.63%) and competency checklists (31.58%).

Discussion: Effective specialty-focused onboarding combines clinical mentoring, structured shadowing, and multimodal training tailored to the needs of the APP and health care setting. This approach enhances integration, job satisfaction, and clinical competency while reducing APP turnover rates. The review highlights the need for further research to address gaps in onboarding methods and optimize the transition of APPs into specialty practices.

Abstract: Continuing professional development (CPD) and quality improvement (QI) are both dedicated to improving clinical practice and health outcomes. Although leaders in both disciplines have long recommended closer alignment, few case studies have demonstrated how such alignment can be developed and sustained within a health care system. Kaiser Permanente Colorado is an integrated health care delivery system in the United States that has worked toward coordination of CPD and QI for >20 years. Alignment of departmental reporting structures, interdisciplinary teams of educators, incorporation of quality concerns into continuing education (CE) activities, coordination of CE activities with implementation of decision support tools, and reliance on evidence-based educational practices have all contributed to a unique organizational culture of education. Published research has shown that their approach can lead to sustainable practice change. Many elements of this approach are potentially applicable to other systems, including consistent use of interprofessional teams, recognizing the organizational context, development of a theory of change to address education and quality gaps, coordination of CE and quality interventions, and using educational and clinical data to evaluate the effectiveness of these interventions. Because these changes have occurred within an evolving environment of real-world practice, the effectiveness of specific components or the interactions between them are difficult to establish. Nonetheless, the Kaiser Permanente Colorado model provides one example of coordination between CPD and QI experts to achieve their shared goal of improving clinician practice, patient care, and system performance.

Introduction: Generative artificial intelligence (GenAI) tools such as ChatGPT are rapidly transforming health care education. Understanding how health care professionals perceive these technologies is vital for responsible adoption. This study examines the readiness, perceived benefits, and ethical concerns of European health care professionals.

Methods: A cross-sectional online survey was conducted among 47 health care professionals from clinical and academic institutions across Europe. The questionnaire assessed familiarity with GenAI, perceived usefulness in education and clinical contexts, ethical concerns, and readiness for adoption. Descriptive and inferential analyses, including chi-square tests, factor analysis, and regression, were applied to address seven predefined research questions.

Results: Participants showed limited experience with GenAI but recognized its educational value, especially in preparing teaching materials and supporting student learning. Ethical concerns centered on accuracy, privacy, and loss of human interaction. Familiarity significantly predicted readiness to adopt, while demographic differences (eg, age, professional role) influenced attitudes modestly. Five user profiles were identified, ranging from education-focused to clinically oriented users.

Discussion: Findings indicate cautious optimism toward GenAI. Health care professionals see clear educational potential but stress the need for accuracy, accountability, and ethical safeguards. Structured faculty training, institutional support, and AI literacy development are essential to balance innovation and responsibility.

Introduction: Learning environments involving multiple health professions may provide opportunities for interprofessional learning (IPL). However, not all multiprofessional settings provide the necessary conditions to support IPL. Using the concept of professional inclusivity, this study's purpose was to explore conditions that support professionally inclusive learning environments in professional development programs, using the example of Master in Health Professions Education (MHPE) programs.

Methods: Semistructured interviews with 14 students and faculty from 4 MHPE programs were conducted. Member checking of key themes was performed to enhance validity.

Results: Organizing principles for supporting professionally inclusive learning environments were identified: (1) being intentional, (2) leveling the playing field, and (3) focusing on commonalities. Intentionality refers to the essential role of faculty in considering how each aspect of the program can affect inclusivity. Leveling the playing field refers to establishing a culture where students (and often faculty) are seen as equal regardless of profession. Commonalities relates to the common background of students, in both clinical and teaching experiences, and their shared educational needs.

Discussion: Organizing principles for fostering professional inclusivity in professional development learning environments were identified. Specific recommendations for the application of these principles are provided. Professional inclusivity may be significantly valuable as a conceptual framework for further research regarding IPL.

Introduction: Despite the recognized need for effective mentoring for faculty in academic medicine, mechanisms driving successful mentoring interventions remain underexplored. Two consecutive cohorts of 20 academic medicine mid-career research faculty from 27 US medical schools participated in a randomized controlled trial of the yearlong C-Change Mentoring & Leadership Institute intervention. Participants convened quarterly for 2- and 3-day intensive sessions in 2020 to 2022.

Methods: We examined how this complex group peer-mentoring intervention produced positive changes in the perspectives, attitudes, and practices of individual faculty participants and the group. Qualitative data included ethnographic observations, participant writings, and semi-structured interviews. We used codebook thematic analysis to characterize changes in individuals and the group, paired with a realist evaluation framework to identify essential functions and activities within the C-Change Institute.

Results: The mechanisms that produced change consisted of four key functions, each involving multiple forms (or activities): (1) forming group culture through participatory activities, establishing psychological safety and mutual affirmation; (2) encouraging self-reflection through introspective exercises and structured storytelling; (3) forming empathic relationships, telling life stories, and discussing experiences of difference and power; and (4) envisioning a successful future through aligning personal values and professional goals, using structured stepwise short and long-term career planning. The authors illustrate the interactions of these functions and activities.

Discussion: This successful mentoring experiment of learning and career development in a changed culture provides a blueprint for broader culture change in academic medicine that must honor values, encourage reflective practice, team building, and relational leadership in career development.

Introduction: Although health care professionals develop a professional identity through intensive education and training programs in their fields, there is not the same formal process for developing a parallel identity as a teacher. Many educational programs include arts-based activities in their curriculum to promote professional identity formation, as art can foster reflection and self-discovery. This project explores the use of a capstone art assignment to offer an immersive and emotionally resonant method for identity development, drawing on creativity to access a more personal sense of self.

Methods: The Developing Expertise in Clinical Education curriculum connects educator skill development with professional identity formation, using a final drawing project to explore participants' emerging identities as teachers. Grounded in the ACGME Clinician Educator Milestones, early career health professions educators engaged in 6 months of professional development and coaching. Participants created visual representations and written descriptions of their envisioned roles as educators.

Results: Quantitative survey responses showed significant improvement (P ≤ .0001) across all domains-role, milestones, feedback, didactics, bias, and teaching-with large effect sizes (|r| > .8). Thematic analysis of visual and written reflections revealed three key themes: curriculum influence on identity, reflections on identity, and influence of identity on practice, illustrating how the drawing activity supported self-perception and integration of the educator role.

Discussion: Visual reflection can serve as a powerful tool to support identity formation among health professions educators. Arts-based methods may enhance professional development by fostering self-awareness, strengthening commitment to teaching, and supporting retention in academic medicine.

Introduction: Despite strong evidence supporting family-centered service (FCS), service providers (SPs) often face challenges in applying these practices in pediatric rehabilitation. This report describes the development of an online professional development module to support FCS implementation in clinical settings.

Methods: Module development was guided by best-practice recommendations for online knowledge translation, the Knowledge-to-Action model, and ADDIE instructional design principles. Focus group interviews were conducted with 14 SPs to identify training needs and preferences, including practical strategies for family engagement, which informed the content and structure of the module.

Results: The resulting module comprises five chapters that integrate evidence-based strategies, video demonstrations, real-world case examples, and learning activities. A hybrid navigation structure was implemented to support both structured learning and flexible access. A 2-week pilot test with eight SPs informed refinements to enhance usability and navigation.

Discussion: This study illustrates an iterative, user-centered approach to developing an online professional development resource that addresses the gap between FCS theory and practice. The module offers a practical, accessible tool to support SPs in adopting collaborative, family-centered approaches in pediatric rehabilitation. Future research should examine the module's long-term impact on provider behavior and outcomes for children, families, and organizations across contexts.

Introduction: Artificial intelligence (AI) is increasingly integrated into health professions education, yet its application in continuing professional development (CPD) oversight remains underexplored. Accrediting bodies play a critical role in ensuring that continuing education is trustworthy, unbiased, and aligned with professional standards.

Methods: This perspective synthesizes current literature and professional guidance to examine potential applications of AI in accreditation oversight. The analysis considers how AI could support efficiency, consistency, and insights across regulatory functions, while emphasizing the continued necessity of human judgment and governance.

Results: Opportunities for accreditor use of AI include screening reaccreditation materials, identifying high-risk activities for audit, synthesizing national trends, linking participation data with certification and licensure systems, and assessing providers' responsible use of AI tools. A structured framework of opportunities and risks highlights the promise of efficiency and data integration alongside challenges related to accuracy, equity, transparency, security, and public trust.

Discussion: Accrediting systems have an opportunity to model responsible AI use in ways that advance professional learning and safeguard the integrity of CPD. The responsible integration of AI, guided by principles of accountability, transparency, equity, and security, can help ensure that oversight is both efficient and trustworthy, while reinforcing the credibility of CPD systems worldwide.

Introduction: Systemic inequities in health care continue to negatively affect marginalized communities, highlighting the need for equity-oriented continuing professional development (CPD). The Critical Dialogues for Action (CDFA) Series was developed to foster health equity, accessibility, and social accountability through dialogue-based workshops. This evaluation aimed to assess the CDFA Series' planning and delivery outputs, and its short-term impacts on participants' attitudes, knowledge, and intentions to apply equity-informed practices.

Methods: A mixed-methods design was used, incorporating quantitative surveys and qualitative feedback from attendees, speakers, and planning committee members. Data sources included program evaluation surveys, postsession feedback surveys, and semistructured interviews. Descriptive statistics and thematic analysis were used to analyze the data, supported by visualizations and participant quotes.

Results: Survey respondents (n = 25) and postfeedback participants (n = 90) reported high satisfaction with the CDFA Series' content, relevance, and delivery. Quantitative results showed statistically significant increases in perceived knowledge after session participation (p = .014). Thematic analysis revealed increased awareness of equity principles, intent to apply new strategies in professional roles, and appreciation for inclusive, reflective dialogue. Speakers and committee members highlighted strong coordination and a desire for ongoing enhancements in diversity and engagement.

Discussion: Findings demonstrate the CDFA Series' effectiveness in supporting equity-focused learning and fostering a professional community of practice. These results underscore the potential of dialogue-based CPD initiatives to promote critical reflection and real-world application of health equity principles in diverse professional contexts.