Journal of CME最新文献

Several simulation models are available for cataract surgery training, but they have limitations in terms of quality and availability. The Farra Eye Model, a new cataract surgery simulator, was developed using 3D-printing technology to provide residents with more options. This study aims to determine its face and content validity as a surgical simulator for training capsulorhexis, a crucial step in cataract surgery. Ophthalmology residents and consultants at the Faculty of Medicine, Universitas Indonesia, were asked to complete three capsulorhexis tasks in the eye model. Then, subjects were surveyed using a validated questionnaire to assess the face and content validity of the model. Responses were recorded using a 5-point Likert scale ranging from (1) disagree to (5) strongly agree. Twenty-two subjects completed the tasks. The overall face validity score was favourable (3.67 ± 0.67). However, the resident group considered capsule elasticity poor (2.73 ± 1.1), while the consultant group still felt it realistic (3.64 ± 0.9). The content validity had a favourable score in the overall assessment (4.15 ± 0.58) and for each assessment component. Despite the challenge of replicating human lens capsule elasticity, the Farra Eye Model demonstrates initial evidence supporting its use for capsulorhexis training. It can be helpful for training programs with limited access to commercially available simulation models.

[This corrects the article DOI: 10.1080/28338073.2024.2437294.].

Diabetic retinopathy (DR) is a public health issue affecting millions in the United States and Europe. However, despite strong recommendations for screening at regular intervals by many professional societies, including the American Diabetes Association and the American Academy of Ophthalmology, screening rates remain suboptimal, with only 50-70% of patients with diabetes adhering to recommended annual eye exams. Barriers to screening include lack of awareness, socioeconomic factors, health care system fragmentation, and workforce shortages, among others. Artificial intelligence (AI)-based retinal screening tools offer promising solutions to improve DR detection in primary care settings. We describe a quality improvement and continuing medical education programme, starting in 2020, which has so far deployed 198 AI-equipped cameras in 5 health systems, covering approximately 151,000 patients with diabetes. To date, over 20,000 screenings were completed, with more than mild DR detected in more than 3,450 people, leading to specialist referrals for follow-up care. Notably, negative screenings potentially represent deferred specialist care. While AI adoption in healthcare presents challenges, its potential benefits in improving patient care and optimising resources are significant. Integrating AI-based DR screening with a comprehensive education and process improvement initiative in primary care practices warrants serious consideration, promising to enhance patient outcomes.

Many national meetings and speaker series feature an "Annual Review of the Literature" (ARL) session in which an individual or team presents a sampling of articles, selected and prepared because they represent important current topics or new ideas in the discipline of interest. Despite this, there is little in the medical literature describing how to thoughtfully and systematically develop these sessions. We identify best practices that we have developed and used in the United States Clerkship Directors of Internal Medicine (CDIM) over many years. These include identification of a theme, team assembly, timeline development, search strategy and rubric development and employment, and presentation planning strategies. Employing the steps described can help facilitate this otherwise arduous process.

Artificial intelligence is rapidly transforming the field of health science and medical education, but less is known about the students´ competencies related to knowledge, skills and attitudes towards the application of AI tools like ChatGPT. Therefore, a unicentric questionnaire-based cross-sectional study was applied to students in the medical field (n = 207). The data revealed that while most students were familiar with ChatGPT (66.7%), other AI tools were significantly less known or utilised for study purposes. Students approached AI tools rather informally, often preferring to use them as a simple search engine. More than half of the students admitted that they were not sufficiently informed about the underlying technology of AI. They applied ChatGPT in a self-directed manner but expressed considerable uncertainty regarding effective prompt engineering and ChatGPT's legal implications. Overall, the majority of respondents showed interest in and positivity towards the introduction of AI. However, they did not feel adequately prepared to handle AI confidently, leading many to express interest in further training. This training should be directly related to students' professional roles, e.g. as a physician. The three most favoured AI-topics for voluntary learning formats were AI in their studies (62.5%), AI in general (58.0%), and the use of AI in scientific writing (57.0%). Notable subgroup differences related to the students" gender or self-assessed study performance were observed and should be considered in future research.

This mixed-methods study investigates the adoption of generative AI among orthopaedic surgeons, employing a Unified Theory of Acceptance and Use of Technology (UTAUT) based survey (n = 177) and follow-up interviews (n = 7). The research reveals varying levels of AI familiarity and usage patterns, with higher adoption in research and professional development compared to direct patient care. A significant generational divide in perceived ease of use highlights the need for tailored training approaches. Qualitative insights uncover barriers to adoption, including the need for more evidence-based support, as well as concerns about maintaining critical thinking skills. The study exposes a complex interplay of individual, technological, and organisational factors influencing AI adoption in orthopaedic surgery. The findings underscore the need for a nuanced approach to AI integration that considers the unique aspects of orthopaedic surgery and the diverse perspectives of surgeons at different career stages. This provides valuable insights for educational institutions and healthcare organisations in navigating the challenges and opportunities of AI adoption in specialised medical fields.

More than a decade ago, Dr. Curtis Olson published a futuristic commentary predicting the next era of Continuing Professional Development (CPD). While Dr. Olson considered crucial change at the forefront of CPD, the last decade has also seen a wave of technology changes that few could predict. In this mixed methods analysis, we describe a qualitative process in identifying the next decade of changes to the process of healthcare education. We sought to engage our community in a grassroots collaborative, amplifying the voices of those involved in shaping the past, pushing the current, and setting the future of CPD. This research includes quantitative and qualitative survey research, focus group facilitation, and collaborative workshops. In each setting, respondents provided commentary and unification of themes related to changes in technology and how it will shape the future of CPD. Here, we report the findings of those themes and recommendations for appropriate and thoughtful use of technology.

Producing high-quality and engaging educational videos for continuing medical education (CME) is traditionally time-consuming and costly. Generative AI tools have shown promise in creating synthetic videos that mimic traditional lecture videos. We conducted a comparative analysis of four AI video generation platforms HeyGen, Synthesia, Colossyan, and HourOne using the Kano model. Our analysis revealed that HeyGen met most of our requirements. We created two videos and collected feedback from 25 learners. The feedback indicated that the videos were of good quality, engaging, and well-paced for learning. Only 32% recognised the videos as AI-generated, citing limited facial expressions, hand gestures and monotone vocal expression. Importantly, only 24% considered disclosure of AI-generated content necessary. This research indicates that AI-generated videos can be a viable alternative to traditionally produced educational videos. It offers an efficient, cost-effective solution for producing educational content. Ethical considerations regarding AI content disclosure should be addressed to maintain transparency.

The aims of this assessment were to describe the requirements for physicians to engage in CME/CPD; explore perceptions of in-country SMEs of their CME/CPD systems; describe perceptions of in-country physicians about interprofessional continuing education (IPCE) and independent CME/CPD; and provide recommendations that may be adopted to improve quality and effectiveness. An assessment of CME/CPD systems in the Middle East and North Africa was conducted using a mixed-methods approach that included 1:1 interviews with in-country SMEs and an electronic survey capturing qualitative and quantitative data from practicing in-country physicians. The results of this assessment were strongly influenced by Egypt and Israel in the Middle East, and Algeria and Morocco in North Africa. The CME/CPD systems demonstrate wide variation from absent/immature systems to robust/mature systems. Strategies to improve the quality of the CME/CPD systems range from implementing basic standards in North Africa to evaluating the impact of CME/CPD in practice in the Middle East. The maturity of CME/CPD systems seems to affect physician awareness, independence from the influence of pharmaceutical companies over education, and IPCE, with more mature systems having a positive relationship to awareness, independence and engagement in IPCE. Maturity of CME/CPD systems is less tied to physician perceptions of value of CME/CPD, hours of participation, perceptions of what is missing from current systems, and preferred formats of education.

The aims of this assessment were to describe the requirements for European physicians to engage in CME/CPD; explore perceptions of their CME/CPD systems; interprofessional continuing education (IPCE) and independent CME/CPD and provide recommendations that may be adopted to improve quality and effectiveness. This assessment used a mixed-methods approach that included 1:1 interviews with in-country subject matter experts (SMEs) and an electronic survey capturing qualitative and quantitative data from practicing in-country physicians. Our analysis reflects countries with CME/CPD systems that are quite mature when compared to other areas of the world. Almost all the European countries have CME/CPD systems that are professionally self-regulated and have implemented policies or laws to limit the influence of pharmaceutical or device companies over content in CME/CPD. Several countries have incorporated a learning sciences framework into their systems, including self-assessment/self-reflection and evaluation of professional practice gaps. Overall quality of CME/CPD systems was described as high, with education focused on knowledge and practice change. Opportunities for improvement are focused on increasing innovation, improving transparency and consistency, and decreasing administrative burdens. About half the countries have and support IPCE, which is likely also a marker of a more mature CME/CPD system. This mixed-method assessment demonstrates that the CME/CPD systems in the 15 European countries reflect elements of mature systems globally. Physician participation is mandated or strongly encouraged and supported. Physicians have access to a wide variety of opportunities to participate in CME/CPD, and they do participate even if not required by regulation. There are mechanisms to ensure the quality of CME/CPD even when pharmaceutical or device companies are permitted to provide education. Suggestions for improvement focus on quality and not basic elements of structure.