Journal of European CME最新文献

Health data bear great promises for a healthier and happier life, but they also make us vulnerable. Making use of millions or billions of data points, Machine Learning (ML) and Artificial Intelligence (AI) are now creating new benefits. For sure, harvesting Big Data can have great potentials for the health system, too. It can support accurate diagnoses, better treatments and greater cost effectiveness. However, it can also have undesirable implications, often in the sense of undesired side effects, which may in fact be terrible. Examples for this, as discussed in this article, are discrimination, the mechanisation of death, and genetic, social, behavioural or technological selection, which may imply eugenic effects or social Darwinism. As many unintended effects become visible only after years, we still lack sufficient criteria, long-term experience and advanced methods to reliably exclude that things may go terribly wrong. Handing over decision-making, responsibility or control to machines, could be dangerous and irresponsible. It would also be in serious conflict with human rights and our constitution.

The COVID-19 pandemic has transformed healthcare systems - including CPD learning environments - around the world. Rarely has there been a time in recent history when almost the entire healthcare profession urgently needed to learn new skills. At the same time, education providers endured new personal and professional stressors. In the US, the Accreditation Council for Continuing Medical Education shifted its position from regulator to facilitator to give CPD providers the guidance, resources, and flexibility that would empower them to help healthcare professionals respond to the pandemic. Despite unprecedented challenges, the CPD community rapidly shifted from live to virtual learning environments to offer critical training, significantly increasing engagement with clinicians and teams, and demonstrating that CPD is an important part of the solution. As the healthcare system continues to undergo stress, it is important that institutional and health system leaders appropriately resource CPD programmes, enabling them to address evolving pandemic-related issues. Regulatory bodies in the CPD sphere should continue to take a leadership role on three fronts: facilitating innovation in education design and delivery; evolving data-reporting systems to reduce burdens on clinicians; and standing up for science by countering medical misinformation and ensuring that education provides valid content.

The Covid-19 pandemic induced a radical shift towards digitally enhanced learning and teaching (DELT). Success of this adaptation depended on how much DELT had been provided before. The Bavarian Virtual University (BVU) is a university network to fund, promote and support DELT. The Ludwig-Maximilians-University Munich as a part of this network implemented the DELT course "Shared decision making (SDM) - a part of evidence-based medicine" in 2015. Based on regular evaluations and due to the latest developments, a media-didactic and content-related adaptation will be conducted now. Clinical cases will be embedded in a framework structure of SDM. Videos, podcasts and literature of doctor-patient interaction will be provided. To enable different health care professions to have a positive learning experience, the course will be linguistically adapted. The interaction between students and teacher will be enhanced by a transparent distribution of tasks and an issue-specific chat forum. SDM is an interdisciplinary general concept. With regard to the academization of different health care professions, the demand for DELT will increase. However, medical competencies can`t be taught fully online, since face-to-face patient interaction is mandatory. Communication skills can be practiced theoretically but have to be applied in reality.

The GAME 2019 #FuturistForum involved an exchange of ideas and perspectives on the future of learning in healthcare and necessary evolutions to sustain future health systems. This event allowed for reflection and discourse around a) what medical learning or learning in healthcare may look like 10-15 years from now, b) how technology would impact that evolution, and c) what collaborative roles distinct stakeholders would play. Seventy-five (75) key stakeholders, experts from various fields, participated in the two-day event. Four multifaceted themes were uncovered from the qualitative analysis, which are: learning will be lifelong and outcome-based, the health system will follow a preventive care model, technology will be an enabler of evolution in education and health systems, and that multi-level collaboration will support and sustain future progress. Future implications, exacerbated by the ongoing COVID-19 pandemic, and study limitations are described.

The COVID-19 pandemic has significantly disrupted and transformed continuing education in the health professions to be reliant on digital learning modalities. This retrospective observational study of a large, international health system's continuing education programme compares educational activities offered, participation, and learning outcomes pre- and intra-pandemic to assess the impact of digitisation advanced because of the pandemic. There was a significant increase in internet-based activities that filled the gap of cancelled or postponed live, in-person activities to keep healthcare professionals up to date in their specialities and prepared to handle the clinical and hospital demands of the pandemic. Compared to live, in-person education, virtual activities were offered in shorter increments, reached a much larger amount of participants, and were equally effective in achieving learning outcomes. Questions remain regarding business model implications to generate adequate revenues to cover costs of virtual education. Additionally, there is a general inadequacy of digital learning environments to coalesce groups and meet social needs. Regardless, the efficiencies and effectiveness of digital modalities will be a primary method of teaching healthcare professionals going forward.

In common with many scheduled meetings in 2020, the Thirteenth Annual European CME Forum (#13ECF) was conducted between 4 and 6 November 2020 in a virtual format. Faculty and attendees from around the world interacted via plenary sessions, breakout workshops, panel discussions, question and answer sessions, and oral presentations from selected poster authors. The plenaries dealt with topical themes such as outcomes, collaboration, changes in educational activities due to digitisation, accreditation standards, and essential competencies for continuing professional development (CPD) providers. Breakout workshop themes included online and informal learning, a global approach to outcomes, interprofessional collaboration, the role of industry, patients as teachers, simulation, pathways to accreditation and adaptation to the virtual landscape. The Forum provided a comprehensive model of educational practice in the rapidly changing environment brought on by a pandemic.