Journal of European CME最新文献

Today, keeping up with the fast evolving evidence is more challenging than ever for practising physicians. A huge number of studies are published every day, and it is no longer possible to read all the relevant individual studies. Many physicians prefer attending continuing medical education (CME) to reading international scientific publications. Consequently, it is critical that CME is based on the best available evidence and presented in an unbiased manner free of conflicts of interest. Systematic reviews and Cochrane reviews in particular can thus provide a valuable resource of up-to-date and high-quality information on health care questions for CME providers. Of note, systematic reviews might become outdated quickly. Furthermore, some systematic reviews are fraught with limitations such as poor methodology and conduct or incomplete and misleading reporting. This article provides a brief overview of systematic reviews and Cochrane reviews, outlines how systematic reviews can be "kept alive" using today's digital opportunities and points to several common problems of systematic reviews with suggestions for solutions.

The COVID-19 pandemic has significantly changed the way we treat patients and educate healthcare professionals (HCPs). In summer 2020, the International League against Epilepsy (ILAE) implemented a virtual CME program with three integrated program elements addressing challenges in patient treatment as well as challenges caused by the forced transition to a virtual environment. Despite the highly competitive environment with exponential increase of webinars offered to HCPs, the program achieved high participation and satisfaction rates. Over 60% of participants indicated a change in their clinical practice after the interventions. With our outcomes evaluation, we aimed to better understand how well such an integrated program resonates with the learner and if it can make a difference in a highly competitive environment by supporting educators to become more adaptive and responsive to learner needs. Our pilot project was shown to be well accepted, achieving high satisfaction and perceived impact by the learner. In the light of an upcoming "digital fatigue" and a wish to return to face-to-face, we reiterate the value of the digital approach and recommend continuing along this successful path as we believe that taking a learner on a digital educational journey has been successful in a highly competitive and challenging environment.

Physicians and patients are increasingly represented on social media and perform as so-called medical influencers. As key opinion leaders, they can influence and change opinions on health topics and also establish their work within a specialist community.

The - possibly - imminent AI revolution will, to a great extent, affect the education and training for all knowledge-working professions, and therefore must be considered an important aspect also of CME. This paper reviews some of the misconceptions about AI technology, then turns to point out possible applications of AI in the medical domain and then addresses the question what this will mean for (continuing) medical education.

The mission statement of the European Society of Cardiology (ESC) is "to reduce the burden of cardiovascular disease". The ESC is the leading scientific society for cardiovascular health care professionals across Europe and increasingly the world. Recognising the need for democratisation of education in cardiology, the ESC has for many years embraced the digital world within its education programme. As in all areas of medicine, the COVID-19 pandemic required an agile response to be able to continue to provide not only a digital congress but also education, training and assessment in an almost totally digital world. In this paper we will describe the digital learning activities of the ESC, the successes and the challenges of the transformation that has taken place in the last 18 months as well as an overview of the vision for education, training and assessment in the post-COVID digital era. We understand the need to provide a portfolio of educational styles to suit a diverse range of learners. It is clear that digital CME provides opportunities but it is likely that it will not entirely replace in-person learning. In planning for the future, we regard the provision of digital CME as central to fulfiling our mission.

The digital skills deficit in healthcare is a major topic being addressed at several instances in the EU. The new European Skills Agenda identifies as a core action the so-called "Pact for Skills" with the aim of upskilling (improving existing skills) and reskilling (training in new skills) the workforce in the next five years. The Standing Committee of European Doctors (CPME) suggests framing digital skills into three main areas: general, technical and related to patient-doctor relationship. These new skills should be reflected in the future curricula of medical faculties, in particular during specialist medical education, and integrated into continuous professional development (CPD) to keep doctors up-to-date with digital innovations.

The outbreak of COVID-19 has caused sensation and fear among the world population. Globally, the teaching and learning process has been greatly impacted by the pandemic. University and teaching institutes adopted the online mode for the continuation of the teaching-learning process. This research aims to evaluate the current online education practice, its effectiveness, and future prospects in various medical and allied health education in India. A standard self-administered questionnaire was prepared and circulated among the medical and allied health care students from different parts of India via the online platform. A total of 1042 participants submitted their responses. About 77% of students stated that they have attended online classes conducted by their respective educational institutes. The majority of the students were enthusiastic about online learning (via Google platform, Zoom, etc.), yet they all agreed that their practical knowledge was insufficient. Online education can be a good approach to learning, but it may not be as effective as traditional education in Medical and Allied Health students. Beyond pandemic lockdown, online learning may be implemented in conjunction with traditional methods.

Small group discussion (SGD) is a well-known educational method to promote active learning. Best practices for running SGDs in face-to-face events are described in the literature; however, little has been reported regarding synchronous online delivery. The aim of this study was to determine learner and instructor preferences for online SGDs in terms of group size and composition and to formulate best practices based on participant and faculty feedback. We designed an 8-module online course for surgeons managing upper extremity trauma. Participants were pre-assigned into 2 types of group: 1 faculty with 5 participants or 2 faculty with 8 participants. We collected feedback from 91 participants and 34 faculty over the 8 weeks in multiple ways. Participants preferred way to run an online SGD is to have 2 faculty with 4-5 participants (80%), rotating to different faculty every week (67%), and interacting with peers from different countries (95%). Pre-course assessment questions and pre-recorded presentations enhanced the online discussions for 82%. From open text comments, we identified that cases/content, faculty, participant engagement, and technical support worked well. The course could be improved by adding more extensive technical and connectivity checks, having a different time scheduling, and integrating more supporting materials.