Journal of CME最新文献

AI chatbots have demonstrated variable performances across biological disciplines in medical education, particularly in multiple-choice and image-based assessments. However, their performance in addressing discipline-specific and image-based questions in biology remains unexamined. This study evaluated the accuracy and reliability of chatbots in answering biological questions from the Progress Test, a medical assessment applied across ten universities. We conducted an observational cross-sectional study by inputting 180 questions into the chatbots and categorising them according to morphology, function, and aggression. Each question was assessed for correctness across multiple chatbot attempts, and logistic regression and hierarchical clustering were applied to identify performance patterns. Although the chatbots answered functional and morphological questions accurately (from 85% (Gemini) to 91.7% (ChatGPT-4)), their accuracy decreased significantly for questions involving biological aggression and visual content. The agreement between chatbot responses remained weak, and Co-pilot displayed the lowest concordance. Chatbot accuracy decreased significantly in aggression-related disciplines and image-based questions. Logistic regression confirmed that the presence of images reduced the odds of correct answers by up to 17.6% (ChatGPT-4). Hierarchical clustering distinguished the two distinct response patterns, further validating these findings. These results highlight the potential of chatbots in medical education while emphasising their limitations in handling image-based and aggression-related content.

Interprofessional teamwork is critical for effective care of patients in the current healthcare environment. Continuing Education providers are best positioned to teach healthcare professionals about interprofessional teamwork and the need to shift their programs from single-profession-based to interprofessional-based continuing education. Joint Accreditation for Interprofessional Continuing Education incentivises continuing education providers to plan and deliver education "by the team, for the team" with the goal of improving healthcare outcomes through integrated learning. This brief report assesses a single, large academic medical centre's sustainment and growth of interprofessional continuing education after implementing Joint Accreditation. Here, we share relevant data and program reviews for a four-year period after shifting from a continuing education to an interprofessional continuing education program and discuss the numerous practical strategies that can help education programs prepare for and sustain interprofessional goals to ensure teamwork advances and support better delivery of care. Our analyses support that interprofessional continuing education can be advanced and sustained through effective, regular program reviews that systematically reflect on interprofessional continuing education activity data and stimulate ongoing prioritisation. Key strategies that we believe contributed to our success include integrating interprofessional continuing education in an organisation's culture by maintaining its strategic priority and visibility among organisation leaders and stakeholders, adaptation of planning processes and education design, and utilising technology. Implementing some or all of these strategies may help other continuing education providers implement and sustain interprofessional continuing education programs.

Accredited continuing medical education and continuing professional development (CME/CPD) form one of the world's most extensive systems for improving healthcare quality, safety, and efficiency. In the United States, some 1,550 accredited providers deliver over 230,000 educational activities each year under the oversight of the Accreditation Council for Continuing Medical Education (ACCME). Drawing on recent ACCME data, findings from the 2025 CPD/CE Workforce Survey, and outcomes from the Menu of Criteria for Accreditation with Commendation, this article presents evidence that accredited CME/CPD delivers measurable value for clinicians, organizations, and populations. Beyond enhancing knowledge and skills, accredited CME/CPD improves clinician performance, strengthens interprofessional teamwork, advances adoption of new science, and supports organizational goals for quality, safety, and cost-effectiveness. Accredited CME/CPD operates through deliberate instructional design, continuous outcomes measurement, and a professional workforce that integrates learning with improvement. When empowered by institutional leadership, CME/CPD professionals become strategic partners in achieving system-wide change. Accreditation standards ensure independence from commercial influence and foster public trust in the integrity of medical education. Programs recognized with commendation demonstrate quantifiable improvements in healthcare quality, patient outcomes, and community health. Far from a compliance requirement, accredited CME/CPD represents an ethical, scalable infrastructure that translates evidence into practice and sustains improvement across the healthcare system. By investing in accredited education, leaders reinforce workforce capability, teamwork, and patient safety - demonstrating that education, when structured and protected by accreditation, is a central driver of healthcare value and trust.

The US HIV epidemic disproportionately affects historically marginalised groups, particularly Black individuals in the Southern states. The national "Ending the HIV Epidemic" (EHE) initiative was established in 2019 to reduce HIV infections in priority populations. Systemic barriers such as social stigma, economic hardship, and limited healthcare access contribute to higher HIV incidence and worse outcomes, requiring a multidimensional response beyond clinician education alone. To address this, we developed and implemented five community-engaged programmes in priority jurisdictions, leveraging culturally safe and familiar community venues, such as Black-owned barbershops and Black faith-based organisations. Our programmes used a multidimensional educational strategy: first, for clinicians, focusing on critical gaps such as HIV and PrEP disparities, cultural humility, and rapid ART initiation; second, for trusted community partners, including barbers, peer counsellors, and clergy; and third, for clients, providing educational materials and fostering conversations in multiple languages. A central and vital component of the initiative was providing onsite health education, client incentives, and screenings for HIV alongside other conditions (e.g., hypertension and diabetes) at community events, with an approach designed to mitigate stigma and access barriers by bringing services directly where people live and gather. Across five programmes, 804 HIV screenings were conducted. Over 1,650 clinicians were educated, with demonstrated improvements in knowledge, competence, and confidence regarding HIV and PrEP disparities, cultural humility, and HIV management. The investment of partners (e.g., clergy and barbers) was instrumental in recruiting and educating communities, bridging persistent gaps, and addressing systemic mistrust towards the medical establishment. In conclusion, programmes that incorporate client, clinician, and trusted partner education along with client incentives are valuable strategies to promote HIV testing and treatment in priority populations in priority jurisdictions.

A Quality Improvement and Continuing Medical Education intervention (QICMEi) was developed to improve competencies and performance of interprofessional primary care providers (PCPs), as well as patient care outcomes for individuals with type 2 diabetes with, or at risk of cardiovascular or chronic kidney disease that could benefit from SGLT-2i/GLP-1RA treatment. The QICMEi was implemented at two community-based family health centres within an integrated delivery system. The intervention was based on an analysis of treatment patterns using electronic health records (EHR) and evaluation and outcomes were assessed on from surveys and interviews from learners and EHR data. Healthcare teams were recruited, pre-intervention treatment patterns were reviewed to establish quality of care goals, education intervention needs and to guide HCP team discussions and QI goals. Community centre site leaders directed the CME, led case-based team QI discussions, developed process improvements with QI coaches and patient education materials explaining treatments were developed to improve adherence. PCPs' knowledge, competence and performance in interpreting and applying best-practices in treatment selection increased, while perceived challenges (managing side effects of intensified therapy, identifying SGLT-2i/GLP-1RAs-eligible profiles) decreased post-intervention. EHR data across a large patient volume showed slight but non-clinically significant changes in SGLT-2i/GLP-1RAs prescription patterns. Significance was likely hindered due to high baseline prescribing levels and contextual challenges in the delivery system (e.g. insurance authorisations, medication costs). Results indicated enhanced communication with patients, and sustained utilisation of patient materials/EHR tools. The QICMEi advanced participant knowledge, improved performance and teamwork, enhanced the system of care, exposed barriers and facilitated the adoption of materials for patient education. It demonstrated the value of CME's role in improving care while identifying the complexities in addressing and sustaining community-level patient care goals. This underscores the need for further research into QICMEi in systems of care to ultimately change provider treatment patterns.

Our profession has an established reputation for advancing clinical knowledge, professional growth, and patient care, and we continue to share and refine best practices. One important aspect of value has received little attention - whether educational resources are used as efficiently as possible to achieve meaningful outcomes. This paper builds on a recent systematic review of the literature which found that only a small fraction of the CME professional literature measures or even mentions costs or concepts related to cost-effectiveness. This paper offers insights into how the field has been hesitant to explore cost-effectiveness, including realistic challenges related to data access and analysis, complexity, and perceived misalignment with the educational mission. This paper also highlights real opportunities and practical steps to consider cost-effectiveness in CE/CME in a way that mitigates risk while maximising learning. By looking at cost alongside traditional educational outcomes, providers may better demonstrate the full value of our work. Evaluating cost-effectiveness is not about turning education into a financial exercise. It is about showing that the precious resources available to CE/CME are allocated as wisely as possible to improve patient care. This perspective can help CME providers take a proactive leadership role in demonstrating an entirely new dimension of educational value in an environment increasingly focused on value.

The arts and humanities (A&H) have been identified as essential across the continuum of medical education, and have been integrated across a variety of settings for learners in undergraduate and graduate medical education. Despite the possible benefits of A&H-based education for practicing physicians, and the increasing demand for medical education faculty to provide such content to their learners, A&H programming in continuing medical education (CME) remains limited, and less is known about the feasibility, acceptability, and potential impacts of such interventions in CME. This study describes physicians' perceptions of the value and impact of an art-based CME intervention. Four stand-alone CME sessions using pedagogy from the visual arts were conducted over Zoom. A mixed-methods approach (post-session surveys, thematic analysis of focus groups) was applied to assess perceptions of relevance and role of arts in CME, and potential mechanisms for impact. Sixty physicians (North America, Europe, and Asia) registered for at least one session. 100% of survey respondents (n = 35) supported continued integration of arts-based approaches in CME. Over 90% found it relevant to their clinical practice, their roles as educators and their well-being. Participants highlighted how unique aspects of arts-based education facilitated positive impacts on clinical skills, openness to new perspectives and renewal and joy, but noted its "nontraditional" aspects as potential barriers. This study suggests that, while unfamiliarity and scepticism may inhibit use of A&H in CME, physicians may view arts-based CME as a unique way to enhance clinical skills and critical thinking while supporting well-being and a growth mindset amongst established educators.

Antiarrhythmic drug (AAD) therapy remains underutilised in patients with atrial fibrillation (AF), despite guideline recommendations. Web-based continuing medical education (CME) may improve clinician knowledge and performance, buteffect on real-world practice is less clear. This study evaluated the impact of CME on knowledge, competence, and confidence in rhythm control with AADs, and assessed real-world AAD use among cardiologists, internal medicine (IM), and general practitioners (GP). The study included two phases. Phase 1 assessed CME outcomes in a pre/post study of 207 US physicians. Phase 2 examined practice patterns through a retrospective, matched comparison of 501 physicians with claims data. Phase 1 demonstrated a 22% improvement in guideline-based AAD knowledge (59% vs 72%, p < .001), a 57% increase in competence tailoring rhythm control strategies (30% vs 47%, p < .001), and a 79% increase in confidence with AAD therapy (19% vs 34%, p < .001). In Phase 2, the intervention group had a 3.20% increase in AAD use compared with 1.71% increase in the comparison group, with 6% more patients receiving AADs post-education. Web-based CME on guideline-based AAD selection improved physician knowledge, competence, and confidence, and increased real-world AAD utilisation.