Journal of European CME最新文献

As an education charity, it is vital for ecancer to understand how effective its educational videos are as educational tools. This includes understanding what effect the funding of the production of the video has, whether it was funded through an unrestricted educational grant from industry or it was funded by ecancer itself through its charitable funds. In this article, we have looked at four viewer engagement and satisfaction ratings in order to examine any differences. One hundred and twenty-three videos were examined in total recorded at six separate conferences over two years.

Mobile health (mHealth) technologies such as smartphone applications are increasingly being adopted in the healthcare setting to support the delivery of evidence-based care. Given the approaching ubiquity of mHealth tools in medical practice, it is incumbent on the continuing medical education (CME) community to understand how these tools can be leveraged to develop clinician knowledge and competence, and how we can assess these educational outcomes. In this report, we describe our experience developing and incorporating a mobile decision-support tool into multiple activity formats within the European Immuno-Oncology Clinic Companion CME initiative.

Results of a CME-certified activity completed by a total of 986 cardiologists and 783 haematologists-oncologists (haem-oncs) from around the world were examined to determine whether virtual patient simulation could improve decision-making and performance within the simulation related to patient evaluation, tailoring anticoagulant therapy, and patient management to improve adherence using patient-centred care strategies. Results showed a significant overall impact of education from pre- to post-clinical guidance (CG) on correct decisions made in both cases for cardiologists, with a relative improvement of 22% for Case 1 (45% pre- to 55% post-CG, n = 475, t(474) = 14.12, P<.001, Cohen's d =.46) and 19% for Case 2 (62% pre- to 74% post-CG, n = 245, t(244) = 11.95, P<.001, Cohen's d =.59). Impact also was seen for haem-oncs, with a relative improvement of 27% for Case 1 (45% pre- to 57% post-CG, n = 280, t(279) = 11.91, P <.001, Cohen's d =.60) and 19% for Case 2 (63% pre- to 75% post-CG, n = 147, t(146) = 9.52, P <.001, Cohen's d =.58). Virtual patient simulation improved cardiologists' and haem-oncs management of patients with pulmonary embolism in a simulated environment.

The quality of continuing medical education (CME) is frequently measured using the Moore's Level of Outcome framework, with higher-level outcomes (5 and above) perceived as more valuable than lower-level outcomes (such as Level 3 - knowledge). Higher-level outcomes require more rigorous evaluation, increasing the time requirements of an interaction; however, there is a trend among adult learners towards a preference for shorter, more informal education such as microlearning. This allows for greater reach but prevents outcome evaluation to higher levels. We explored the utility of combining microlearning with more traditional eLearning formats ("microlearning programme") to increase participation while retaining the ability to measure knowledge- and competence-level outcomes. Comparing two recent programmes with similar content run previously ("comparator programmes"), we identified a slight improvement in completion of evaluation activities associated with the microlearning programme. However, the significant reach microlearning affords presents a clear need to bridge the gap between participation and evaluation. Considering these two cases, we concluded that future microlearning initiatives should incorporate evaluation at the point of education, providing a combination of microlearning and microevaluation to drive knowledge gain in a form that is measurable in terms of educational outcomes.

Interprofessional patient-centred collaboration in healthcare is necessary for the effective management of chronic diseases. Continuing professional development (CPD) programmes that offer a platform for healthcare professionals of different disciplines to convene and learn together may function as an effective platform to both foster greater collaboration between them and increase awareness of patient perspectives. We report on our learnings from organising the PARTNER programme - a CPD initiative on the management of psoriasis and/or psoriatic arthritis - that targeted both specialists (comprising rheumatologists and dermatologists) and primary care. After participating in the programme, learners demonstrated a stronger intent to collaborate with each other and a heightened awareness of patient perspectives. However, changes at a practice level could not be evaluated due to the lack of substantial follow-up data. Our experience offers useful insights as to the effectiveness and limitations of organising CPD programmes to promote interprofessional collaboration and patient-centred care. The role of such programmes in the management of chronic diseases, and their ideal format, should be further explored as they have potential to effect change in practice.

One challenge in medical education is the inability to compare and aggregate outcomes data across continuing educational activities due to variations in evaluation tools, data collection approaches and reporting. To address this challenge, Gilead collaborated with CE Outcomes to develop, pilot, and implement a standardized outcomes evaluation across Gilead directed medical education activities around the world. Development of the standardized tool occurred during late 2018, with Gilead stakeholders invited to provide input on the questions and structure of the evaluation form. Once input was captured, a draft evaluation tool was developed and circulated for feedback. Questions were created to collect 1) participant demographic characteristics 2)data on planned changes to practice, key learnings and anticipated barriers, and 3) learner satisfaction with content and perceived achievement of learning objectives. The evaluation tool was piloted in H1 2019 across 7 medical education activities. Revisions based on pilot feedback were incorporated. The evaluation tool was broadly released during H2 2019 and data were collected from over 30 educational activities. By the end of 2019, it was possible to compare outcomes results from individual activities and aggregate data to demonstrate overall educational reach and impact. Continuing education activities provide valuable up-to-date information to clinicians with the goal of improving patient care. While often challenging to highlight the impact of education due to variations in outcomes, this standardized approach establishes a method to collect meaningful outcomes data that demonstrates the collective impact of continuing education and allows for comparison across individual activities.

Qualitative analysis is often used to gather insights about learning, behavioural and practice change. Given the rich detail that qualitative data delivers, we are puzzled at the relative absence of qualitative approaches to outcomes assessment in the field of CME/CPD, especially as patient-directed education becomes increasingly tethered or adjunctive to CME/CPD programmes as a way to directly engage patients in disease self-management and improve health outcomes. Education outcomes for both clinicians and patients are contextualised by norms, motivations, and values that shape how learners interact with education activities and materials. These properties are linked to and shape the mechanisms that drive education outcomes but are rarely the focus of assessments that are often rooted in quantitative, positivist frameworks. In order to illustrate the role that qualitative methodologies can play in outcomes assessment, we describe insights from three education programmes designed to improve the health of patients with specific conditions and outline a range of qualitative methodologies appropriate for outcomes evaluation.

UpToDate® is a point-of-care clinical resource used by nearly 2 million clinicians worldwide. Users in the USA and other regions can obtain continuing education credits after researching clinical questions at the point-of-care. As part of the CME credit redemption process, participants provide feedback on the information researched during the UpToDate® learning activity. We examined the impact of UpToDate® searches on clinical decision-making related to COVID-19. Between January 1 and 31 August 2020, UpToDate® added more than 40 topic reviews on various aspects of COVID-19 diagnosis and management, and developed new methods for delivering COVID-19 content to our learners. During the observation period, participants accessed COVID-19-related topic reviews over 7.5 million times. Data collected from CME activity evaluations and user feedback suggested that the learning activity had a significant impact on clinical decision-making. Over 94% reported that they modified their management strategies as a result of using UpToDate®, and 97% reported that use of UpToDate® led to improvement in care. These findings support the benefit of self-directed, point-of-care learning activities on the clinical management of patients during a global pandemic.

The outcomes model most applied in continuing education for the health professions evaluation is Moore and colleagues' conceptual framework. Examination of how the levels interact and the role of confidence and intention to change can help outcomes professionals understand better how to impact clinician practice and conductand report outcomes studies. The current study examined the relationships among knowledge and competence change, confidence change, and intention to change across 57 online oncology certified education programmes published from 2018 to 2020 on Medscape.org. Findings indicate that not only improvement in knowledge and competence but also reinforcement of knowledge and competence are significant predictors of changes in confidence. They also indicate that knowledge and competence influence intention to change through confidence.

The volume of certified, internet enduring materials produced per year has nearly doubled in the last decade. Meta-analyses indicate that Internet-based education for clinicians is effective; however, the relevance of these studies to the nearly 50,000 such activities certified per year is questionable. Effect size is one metric by which CME providers may assess effectiveness, but caution must be used in comparing effect size data with external benchmarks such as peer-reviewed literature. This report presents a pooled standardised mean difference (Cohen's d) for 40 accredited, Internet-based enduring materials produced between 2016 and 2018. Data suggests that a Cohen's d between 0.48 and 0.75 may be a useful benchmark. Benchmarks reported in the literature for this format are notably higher. The limitations of comparison to such benchmarks are considered.